二语学习者的语言习得过程,伴随着学习者自我身份的重新认定和认同的重构。通过考察来华留学生跨文化认同自我建构,深入探究个体与社会环境互动中旅居场域、非物质资本的作用和意义，不仅能够充实二语习得认同理论，而且能够为我国的来华留学生教育提供实证基础，为解决来华留学生教育面临的实际问题提供理论启示和实践思路，具有重要的现实意义。 本研究通过问卷、访谈、实物收集、非参与式观察等手段收集相关实物资料，运用个案分析的质性研究方法，剖析了10位来华留学生的跨文化认同变化与重构。研究将汉语二语学习者置于后结构主义研究范式，从二语习得认同研究、跨文化交际研究、教育研究等多学科视角，考察来华留学生跨文化认同自我建构。力图在布迪厄社会实践理论视角下回答以下问题:1)来华留学生的跨文化认同自我建构过程如何?2)来华留学生的跨文化认同自我建构特征如何?3)来华留学生跨文化认同自我建构有什么困境?本研究发现，汉语作为留学生重要的体制化文化资本，在留学生跨文化认同建构中发挥着关键性的作用，是留学生获得更大的话语权和更高的社会权力地位的重要工具。留学生通过增加汉语资本投入,积累场域所需非物质资本，逐渐发生语言、文化、族群、价值观各层面的认同变化，建构起跨文化认同。由于个体拥有非物质资本数量和结构的差异，留学生受到的不平等社会权力关系制约不同，不同个体的跨文化认同建构状况各不相同，相同个体对汉语、中国文化、中国族群、中国价值观的认同也呈现出不均衡性。 本研究认为，跨文化认同是来华留学生个体与社会环境互动的产物，具有动态变化性、多元协商性、双向互动性的特征。留学生通过调动个体主观能动性，积极争取旅居场域话语权和社会权力地位，在不同语言文化博弈中保持平衡。“脱域”的不适感、非物质资本的不足和社会不平等权力关系制约是来华留学生跨文化认同自我建构的困境所在。由此，本研究得到了来华留学生跨文化认同培养路径的重要启示:1)顺应全球化趋势，重视旅居场域形塑作用;2)注重教育再生产作用，建构跨文化学习共同体;3)以汉语教学为核心，合理引导来华留学生策略选择。

The process of second language learners' language acquisition is accompanied by the reconstruction of learners' self-identity. By investigating the self-construction of transcultural identity of international students in China and deeply exploring the role and significance of sojourn field and immaterial capital in the interaction between individual and social environment, it can not only enrich the identity theory of second language acquisition, but also provide an empirical basis for the education of international students in China, and provide theoretical enlightenment and practical ideas for solving the practical problems faced by the education of international students in China, which is of important practical significance. By means of questionnaire, interview, material collection and non-participatory observation, this study collected relevant material data, and analyzed the change and reconstruction of transcultural identity of 10 international students in China by using the qualitative research methods of case analysis. The study places Chinese second language learners in the post-structuralist research paradigm and examines the construction of transcultural identity of international students in China from the perspectives of second language acquisition identity research, transcultural communication research, educational research and other disciplines. Under the guidance of Bourdieu's social practice theory, this thesis attempts to answer the following questions: 1) what is the process of transcultural identity self-construction of international students in China? 2) What are the characteristics of transcultural identity and self-construction of international students in China? 3) What are the difficulties in the self-construction of transcultural identity of international students in China? This study found that Chinese, as an important institutionalized cultural capital of international students, plays a key role in the construction of foreign students' transcultural identity and is an important tool for intemational students to obtain greater discourse power and higher social power status. By increasing the investment of Chinese capital, foreign students accumulate the immaterial capital required by the sojourn field, gradually change their identity at all levels of language, culture, ethnic group and values, and construct transcultural identity. Due to the differences in the quantity and structure of immaterial capital owned by individuals, international students are subject to different constraints of unequal social power relations, the construction of transcultural identity of different individuals is different, and the identities of the same individuals to Chinese, Chinese culture, Chinese ethnic groups and Chinese values are also unbalanced. This study holds that transcultural identity is the product of the interaction between individual and social environment, which has the characteristics of dynamic change, multi negotiation and two-way interaction. By mobilizing individual subjective initiative, international students actively strive for the discourse power and social power status in the living field, so as to maintain a balance in the game of different languages and cultures. The discomfort arising from "out of familiar field", the lack of immaterial capital and the constraints of social unequal power relations are the difficulties of the self-construction of transcultural identity of international students in China. Therefore, this study has obtained important enlightenment from the cultivation path of transcultural identity of international students in China: 1) Conform to the trend of Globalization and pay attention to the shaping role of living field; 2) Pay attention to the role of educational reproduction and build a cross-cultural learning community; 3) Take Chinese teaching as the core andand reasonably guide the strategic choice of international students in China.