以三语习得理论为基础，本文采用调查问卷和深度访谈的形式对北京市6所高校的125位来华留学生的多语背景进行调查。该调查发现：留学生都具备两种或多种语言能力，具备两种以上语言能力者都是将中文作为第三或第四种语言进行习得；在现实场域和虚拟场域的14个次类场景中，留学生基本上是在中文、母语和英语之间进行选择和使用。对国际中文教育来说，中文教学仅仅是其中的一环，更重要的目标应该是学习者在不同生活场域中使用中文，提升中文学习的效率，助力全球中文生活共同体的构建。
Based on the theory of Trilingual Acquisition，this paper investigates the multilingual background of 125 international students in six universities in Beijing by means of questionnaires and in-depth interviews. It has been found that all international students are bilingual or multilingual，and most of them acquire Chinese as a third or fourth language. In 14 sub-scenarios of real and virtual domains，international students basically choose to use Chinese，mother tongue，or English. For international Chinese education，teaching is only one part of it. More importantly，learners should use Chinese in different domains to build a harmonious global Chinese language community and ultimately contribute to the construction of a community with a shared future for mankind.
| Keywords： | Multilingual AbilityLanguage LifeInternational Chinese EducationTrilingual AcquisitionGlobal Chinese Living Community |
