中级水平俄罗斯留学生听力理解过程中的学习策略研究

发布时间：2018-08-31 18:45

【摘要】：本文通过问卷调查和访谈的形式对中级水平俄罗斯留学生听力理解过程中的学习策略进行了调查研究。最终确定了来自吉林大学、燕山大学、北华大学、华北科技学院和东北师范大学的八十份有效问卷。采用SPSS软件对收集到的数据进行描述分析。以学习策略理论、二语习得理论和认知心理学理论为理论基础，结合统计结果，，分析了中级水平俄罗斯留学生听力理解过程中学习策略的使用情况，学习策略的使用和听力成绩之间的关系及高低分组学生学习策略的使用差异等。最后对外汉语听力教学提出意见和建议。根据数据结果显示，三大策略中，学生最常使用的是认知策略，其次是社会情感策略，最容易被忽略的是元认知策略。三大策略和听力成绩之间均呈显著性正相关。高分组和低分组同学在元认知策略的使用上存在明显差异。学生在听力过程中遇到的主要困难因素分别是语法意义不了解，文化背景差异，能听懂表面意思但无法推知真实含义，抓不住主要信息，及生词太多等。本文包括六个部分，每个部分的内容如下：第1章是引言部分，介绍了本文的选题缘起和意义，同时介绍了该题目的研究现状。第2章介绍学习策略的定义，分类及听力重要性。第3章介绍了本文要解决的主要问题，以及研究对象、研究工具、研究变量和结果统计的方式。第4章是结果说明部分，采用SPSS17.0从四个方面对统计结果进行分析，分别是：中级水平俄罗斯留学生听力理解学习策略使用情况，学习策略的使用和成绩的相关性分析，高低分组学生学习策略的使用差异，及听力过程中遇到的困难因素。第5章是讨论。对元认知策略、认知策略和社会情感策略三大策略中的每个项目分别进行讨论分析。第6章根据研究结果对对外汉语听力教学提出意见和建议，同时总结此次研究的不足，并对以后的相关研究提出展望。
[Abstract]:This paper investigates the learning strategies of Russian students at intermediate level in listening comprehension by means of questionnaires and interviews. Finally, 80 valid questionnaires from Jilin University, Yanshan University, Beihua University, North China Institute of Science and Technology and Northeast normal University were determined. SPSS software is used to describe and analyze the collected data. On the basis of learning strategy theory, second language acquisition theory and cognitive psychology theory, combined with statistical results, this paper analyzes the use of learning strategies in the process of listening comprehension of Russian students at intermediate level. The relationship between the use of learning strategies and listening achievement and the differences in the use of learning strategies between high and low group students. Finally, the author puts forward some suggestions and suggestions for the teaching of listening to Chinese as a foreign language. According to the data, cognitive strategies are the most frequently used by students, followed by social affective strategies, and metacognitive strategies are the most likely to be ignored. There was a significant positive correlation between the three strategies and listening achievement. There were significant differences in the use of metacognitive strategies between the high score group and the low group. The main difficulties encountered by students in the process of listening are the lack of understanding of grammatical meaning, cultural background differences, the ability to understand the surface meaning but not the real meaning, the inability to grasp the main information, and too many new words. This paper includes six parts, each part of the content as follows: chapter 1 is the introduction part, introduces the origin and significance of this topic, and introduces the research status quo of this topic. Chapter 2 introduces the definition, classification and listening importance of learning strategies. Chapter 3 introduces the main problems to be solved in this paper, as well as the research object, research tools, research variables and statistical methods of results. Chapter 4 is the explanation of the results, which uses SPSS17.0 to analyze the statistical results from four aspects: the use of listening comprehension strategies of Russian students at intermediate level, the correlation analysis of learning strategies and results. The differences in the use of learning strategies and the difficulties encountered in listening. Chapter 5 is a discussion. Each item of metacognitive strategy, cognitive strategy and social affective strategy is discussed and analyzed separately. Chapter 6 puts forward some suggestions and suggestions on the teaching of listening to Chinese as a foreign language according to the results of the study, summarizes the shortcomings of this study, and puts forward some prospects for the related studies in the future.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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