非目的语环境下乌克兰汉语学习者学习动机调查研究

发布时间：2018-03-29 05:24

本文选题：乌克兰汉语学习者　切入点：汉语学习动机　出处：《安徽大学》2013年硕士论文

【摘要】：随着中国经济的发展和国际地位的提高,中国和乌克兰各领域的合作不断增多,越来越多的乌克兰民众开始学习汉语。汉语作为第二语言的学习中,学习动机是最重要的情感因素之一。学习动机既是学生开始学习的诱因,又能促使学生努力学习。因此,对汉语学习者的学习动机展开研究,对于汉语国际教育有重要的参考价值。本文在国内外二语教学领域有关学习动机研究的基础上,参考此前汉语作为第二语言教学在学习动机方面的研究成果,试图从心理语言学、教育学、二语习得等多个理论角度出发,综合运用问卷调查、观察、访谈、比较等多种方法,对乌克兰哈尔科夫国立大学孔子学院汉语学习者的学习动机情况进行全面的调查和分析,探索其区别于国内对外汉语教学的独特性。既从静态层面即学习者的既有条件上,研究乌克兰当地汉语学习者在自然状态下的学习动机的差异性,如性别、年级、年龄、专业、学历、入学前汉语水平等因素,发现乌克兰当地汉语学习者的学习动机从强到弱依次是：融入型动机、成就动机、工具型动机、外在压力动机,女生的总体动机强度高于男生；又从动态层面即考虑时间因素,获取其汉语学习动机的动态发展过程,发现乌克兰当地汉语学习者的学习动机会随着时间、学习者汉语水平的提高、学习者的学习策略以及教师的教学策略等因素而发生变化。并将调查结果与前人对国内俄语国家留学生和对其他俄语国家当地汉语学习者的学习动机的研究进行对比,分析不同背景下汉语学习者学习动机产生差异的原因,总结出乌克兰当地汉语学习者的学习动机的一些特点,如多样性、交叉性、可变性。最后针对乌克兰当地汉语学习者的特点,提出具体激发和保持其汉语学习动机的教学策略。
[Abstract]:With the development of Chinese economy and the improvement of international status, the cooperation between China and Ukraine in various fields is increasing, and more and more Ukrainians begin to learn Chinese. In the learning of Chinese as a second language, learning motivation is one of the most important affective factors. Learning motivation is not only an inducement for students to start learning, but also an incentive for students to study hard. It has important reference value for Chinese international education. On the basis of the research on learning motivation in the field of second language teaching at home and abroad, this paper, referring to the previous research results of learning motivation in Chinese as a second language teaching, attempts to study from psycholinguistics and pedagogy. Based on multiple theoretical perspectives, such as second language acquisition, comprehensive investigation and analysis of the motivation of Chinese learners at the Confucius Institute of Kharkov State University, Ukraine, using questionnaires, observations, interviews and comparisons, this paper makes a comprehensive investigation and analysis of the learning motivation of Chinese learners at the Confucius Institute of Kharkov State University in Ukraine. From the static level, that is, the existing conditions of the learners, the differences in the motivation of the native Chinese learners in Ukraine under the natural conditions, such as gender, grade, age, specialty, are explored. Educational background, Chinese level before entering school, found that Ukrainian local Chinese learners' learning motivation from strong to weak is: integration motivation, achievement motivation, instrumental motivation, extrinsic pressure motivation, the overall motivation intensity of female students is higher than that of male students; From the dynamic level, that is, considering the time factor, we obtain the dynamic development process of the Chinese learning motivation of Ukrainian local Chinese learners, and find that the learning motivation of Ukrainian local Chinese learners will improve with time, and the learners' Chinese level will improve. Learners' learning strategies and teachers' teaching strategies changed, and the results of the survey were compared with previous studies on the learning motivation of foreign students from Russian speaking countries and local Chinese learners from other Russian-speaking countries. This paper analyzes the causes of differences in learning motivation of Chinese learners in different backgrounds, and summarizes some characteristics of local Chinese learners in Ukraine, such as diversity and intersectionality. Finally, according to the characteristics of Ukrainian local Chinese learners, the teaching strategies of motivating and maintaining their Chinese learning motivation are put forward.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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