泰韩初级水平汉语学习者口语学习策略研究

发布时间：2018-03-16 06:09

本文选题：初级水平泰韩学习者　切入点：学习观念　出处：《四川师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：从对比角度研究泰国韩国初级水平学习者口语学习策略，有现实需要。在孔子学院数量亚洲排名中，泰国居首，，韩国其次，而将泰韩两国学习者进行对比研究的成果极少，研究势在必行。本文以初级水平的两国汉语学习者为研究对象,理论部分讨论了国内外学习策略的定义、分类及培训的有效性，第二语言学习策略的研究热点，学习观念与学习策略的相关性等。实验部分借助了Horwitz的学习观念量表和Oxford的学习策略量表，以问卷方式采集样本，用SPSS16.0统计有效数据，分析两国学习者的口语学习观念和口语学习策略情况，及两者的相关性，归纳了能促进学习效率的学习观念与学习策略，对未来对泰对韩口语教学提出了建议。最后，笔者总结了本文的不足以及对未来研究的展望。通过研究我们发现： 1、学界对学习策略的定义、分类众说纷纭，对学习策略培训的有效性也看法不一。 2、从整体受试者来看，国籍和年龄两因素都对学习者的学习观念和学习策略影响最显著。 3、对学习观念而言，两国学习者的认可度都很高，尤其是泰国学习者几乎全部认可。他们都认为好的发音和了解目的语文化对说好汉语很重要。二者的差异在于，泰国学习者认为写作和阅读较听力和会话简单且在母语国学习目的语更好，韩国学习者则恰恰相反。 4、在6类学习策略中，社交策略和补偿策略是两国学习者使用频率最高的，元认知策略和记忆策略都是最不常使用的，主要差异是情感策略和认知策略。且泰国受试整体反映出使用学习策略不积极的特点，韩国受试整体则表现出学习主动性不高，性格拘谨，不愿参与或创造机会互动学习的情况，这些都会大大影响学习效果。 5、从学习观念与学习策略的相关关系来看，学习观念能预测学习策略的使用。笔者以为，提高泰韩两国初级水平汉语学习者的口语水平，关键在于教师要正确引导学习者的学习观念，使其自发采用合适的高效的学习策略。
[Abstract]:There is a realistic need to study the oral learning strategies of Thai and Korean primary level learners from a comparative perspective. In the number of Confucius Institutes in Asia, Thailand ranks first, South Korea second, while Thailand and South Korea are rarely studied. Research is imperative. This paper focuses on Chinese learners at the primary level. In the theoretical part, it discusses the definition, classification and training effectiveness of learning strategies at home and abroad, and focuses on the study of second language learning strategies. The experimental part uses Horwitz's Learning concept scale and Oxford's Learning Strategy scale to collect samples and use SPSS16.0 to calculate effective data. This paper analyzes the oral learning concepts and learning strategies of learners in both countries, and their correlation, sums up the learning concepts and learning strategies that can promote the learning efficiency, and puts forward some suggestions for the future teaching of oral English in Thailand and Korea. The author summarizes the shortcomings of this paper and prospects for future research. Through our research, we found that:. 1. There are different opinions on the definition and classification of learning strategies, and on the effectiveness of learning strategy training. 2. According to the whole subjects, nationality and age have the most significant influence on learners' learning concepts and learning strategies. 3. In terms of learning concepts, learners in both countries have a high degree of recognition, especially among Thai learners. They all agree that good pronunciation and understanding of the target language culture are important for good Chinese. The difference between the two is that, Thai learners think that writing and reading are simpler than listening and speaking and that they are better at learning target language in their mother tongue, while Korean learners are quite the opposite. Among the six learning strategies, social strategies and compensatory strategies are the most frequently used by learners in both countries, while metacognitive strategies and memory strategies are the least frequently used. The main differences were affective strategies and cognitive strategies, and the whole subjects in Thailand reflected that the use of learning strategies was not positive, while the Korean subjects showed that their learning initiative was not high and their personality was restrained. Reluctance to participate or create opportunities for interactive learning can greatly affect learning effectiveness. 5. According to the relationship between learning concept and learning strategy, learning concept can predict the use of learning strategy. The author believes that the key to improve the oral proficiency of Chinese learners at the primary level in Thailand and Korea lies in the fact that teachers should correctly guide learners' learning concepts and make them adopt appropriate and efficient learning strategies spontaneously.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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