韩国汉语培训学院学生学习动机研究

发布时间：2018-03-08 04:06

本文选题：韩国汉语学院　切入点：学生动机　出处：《山东师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：韩国的“汉语热”表现之一是韩国的不同领域的人群均有汉语学习需求。韩国的汉语培训学校——汉语学院，是韩国普遍存在的汉语培训机构。和全日制学校不同，汉语培训学院招生没有年龄、学习背景的限制，学生有不同的职业和学习需求，年龄和学习时间也不同。学生有主观上的培训需求，但因学生的复杂性，他们的学习动机也呈现出多样性，同一个班里的学生汉语学习动机差异很大。动机本身是动态的，因此学生的学习动机并非一成不变。了解学生的汉语学习动机，教师可以在教学中有的放矢，更有针对性进行教学。汉语界有关汉语培训机构的学生动机的研究几乎是空白，笔者希望在这一领域做出尝试性的研究。本文通过对韩国蔚山广域市南区的三所汉语学院进行调查，来发现其学生汉语学习动机的特点。本文主要通过调查问卷、个人访谈的形式对汉语学院学生的学习动机进行调查，问卷从学生学习目的、动机强度、态度测试等八个维度来获取数据，并使用SPSS社会统计学软件对其进行描述性统计分析、相关性分析和差异性分析，了解学生的性别、年龄、学习环境等方面对学生动机的影响。个人访谈则通过对学院学生的访谈来观察学生的学习动机动态变化。本文调查结果表明：第一，大部分学生个体呈现出以一种动机为主，，多种动机为辅的情况；第二，和其他学生相比，学院中小学生、职员和参加HSK汉语水平考试辅导的学生有明显的工具性动机，但是工具性动机并非为主要动机类型。第三，性别、年龄对学生动机的均有一定的影响；第四，教师对学生的影响很大，体现在动机的变化、持续性、学生对汉语的兴趣、失败的归因等方面。针对以上情况，笔者从教师、学院、学生三个角度给出如何提高韩国汉语学院学生汉语学习动机的建议，希望为国内外的同类教学机构提供参考。
[Abstract]:One of the manifestations of Korea's "mandarin fever" is that people in different fields in South Korea have Chinese learning needs. The Chinese Institute, the Korean Chinese language training school, is a popular Chinese training institution in South Korea. It is different from whole-day schools. Chinese training Institute has no age, no restrictions on learning background, students have different vocational and learning needs, age and learning time are also different. Students have subjective training needs, but due to the complexity of students, Their motivation for learning is also diverse, and students in the same class have very different motivation for learning Chinese. The motivation itself is dynamic, so students' motivation for learning Chinese is not fixed. Understand students' motivation for learning Chinese. Teachers can be targeted in teaching, more targeted teaching. The research on the motivation of students in Chinese training institutions is almost blank. The author hopes to make a tentative study in this field. To find out the characteristics of students' Chinese learning motivation. This article mainly through the questionnaire, the personal interview form carries on the investigation to the Chinese college student's study motivation, the questionnaire obtains the data from the student's study goal, the motive intensity, the attitude test and so on eight dimensions. Using the SPSS social statistics software to carry on the descriptive statistical analysis, the correlation analysis and the difference analysis, understood the student's gender, the age, The influence of learning environment on students' motivation and personal interview were used to observe the dynamic change of students' learning motivation. The results of this paper show that: first, the majority of students present a situation in which one kind of motivation is dominant, and many kinds of motivation are supplementary; second, compared with other students, primary and middle school students in colleges and universities, Staff members and students who took part in HSK Chinese proficiency Test tutoring have obvious instrumental motivation, but instrumental motivation is not the main motivation type. Third, gender and age have some influence on students' motivation; 4th, Teachers have great influence on students, such as motivation change, persistence, students' interest in Chinese, attribution of failure and so on. In view of the above situation, the author gives some suggestions on how to improve the motivation of Chinese learning in Korean Chinese Academy from the perspectives of teachers, colleges and students, hoping to provide reference for the similar teaching institutions at home and abroad.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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