蒙古国学生汉语听力焦虑感研究

发布时间：2018-04-07 19:08

本文选题：蒙古国学生　切入点：汉语　出处：《吉林大学》2013年硕士论文

【摘要】：焦虑作为第二语言习得中最重要的变量之一，对语言学习者有着举足轻重的作用。在已有的研究中，研究者从不同的角度对学习者在学习外语时所产生的焦虑做出了很多重要研究。国内对语言焦虑问题的研究较少且研究不够深入，在第二语言习得中对汉语学习焦虑进行的研究还处于初级阶段，研究的重点偏向于口语焦虑感方面，汉语听力焦虑方面的研究还不多，并且多数是以来华留学生为研究对象，但是对在非目的语国家学习汉语的学习者来说，研究的结论不一定适用；同时，现阶段国内对汉语听力焦虑感的研究还不系统，在汉语听力教学领域，由于听力焦虑而影响学生的听力效果，故对听力焦虑感的研究是非常必要的。本文在前人的基础上进行了探索性研究，通过对调查问卷的分析研究，笔者发现：第一，蒙古国学生在学习汉语的过程中确实存在不同程度的听力焦虑；第二，汉语课堂焦虑感与听力焦虑感存在显著的正相关性，其说明有课堂焦虑感的学生也存在听力焦虑感；第三，不同个体因素在焦虑感方面存在着差异性。在个体因素中，不同HSK期望值对听力焦虑感的影响程度较大并存在显著性差异，在中国不同的学习时间和主观汉语水平对汉语听力焦虑感存在一定的影响，其它个体因素虽然也存在焦虑值的差异，但是在统计学上并不存在显著性。同时，，汉字、中国文化和中国人说话的方式方面对蒙古国学生的听力焦虑感没有产生必然的影响。通过分析发现，引起蒙古国学生听力焦虑的原因主要在于三个方面，即学生希望弄懂每个听力选项的意思、听力有时间的限制以及听力磁带语速过快等，这也对蒙古国学生在听力技巧及限时训练方面提出了更高的要求，以能够使蒙古国学生更快地适应限时听力的模式。本文根据学生的访谈和调查结果，提出了一些减少听力焦虑感的一些对策：首先，教师需要制定合理的教学策略。比如汉语教师在进行听力前要营造好一个良好的课堂氛围，注意培养学生树立自信心，在教学中要加强语速训练，选择合适的听力材料，并适时纠错。同时，在听力教学方法方面，从听前、听中、听后三个阶段以各种合理的听力技巧减少听力焦虑感；并需要加强限时听力训练，减少限时听力的压力。其次，在听力教材方面。适时增加汉语教材的数量；汉语听力材料的形式也需不断更新，增加趣味性和针对性。本文希望能够为汉语教学的研究者在进一步研究汉语听力焦虑提供一定的参考，为汉语作为外语的教学提供一些借鉴的意义，特别是对在蒙古国的汉语教学或者国内的针对蒙古国留学生的教学,希望能够起到一定的帮助作用。
[Abstract]:Anxiety, as one of the most important variables in second language acquisition, plays an important role in language learners.In previous studies, many important studies have been done on the anxiety of learners in foreign language learning from different perspectives.There are few and not enough researches on language anxiety in China. The study on Chinese learning anxiety in second language acquisition is still in its infancy, and the focus of the study is on the aspect of oral anxiety.There are not many researches on Chinese listening anxiety, and most of them are foreign students in China. However, the conclusions of the study may not be applicable to Chinese learners in non-target language countries.At present, the research on Chinese listening anxiety is not systematic. In the field of Chinese listening teaching, listening anxiety affects the listening effect of students, so the study of listening anxiety is very necessary.In this paper, based on the previous exploratory research, through the analysis of the questionnaire, the author found that: first, Mongolian students do have different degrees of listening anxiety in the process of learning Chinese; second,There is a significant positive correlation between Chinese classroom anxiety and listening anxiety, which indicates that students with classroom anxiety also have a sense of listening anxiety. Thirdly, different individual factors have differences in anxiety.Among individual factors, different HSK expectations have a great influence on listening anxiety and there are significant differences. In China, different learning time and subjective Chinese level have a certain effect on Chinese listening anxiety.Other individual factors have different anxiety values, but there is no significant difference in statistics.At the same time, Chinese characters, Chinese culture and the way Chinese people speak have no necessary influence on Mongolian students' sense of listening anxiety.Through the analysis, it is found that the main causes of Mongolian students' listening anxiety lie in three aspects, namely, the students want to understand the meaning of each listening option, the time limit of listening and the speed of speaking on listening tapes are too fast, and so on.This also puts forward higher requirements for Mongolian students in listening skills and time-limited training in order to enable Mongolian students to adapt to the time-limited listening mode more quickly.Based on the results of interviews and surveys, this paper puts forward some countermeasures to reduce listening anxiety: first, teachers need to formulate reasonable teaching strategies.For example, Chinese teachers should create a good classroom atmosphere before listening, pay attention to cultivate students' self-confidence, strengthen speech speed training in teaching, select appropriate listening materials, and correct errors in time.At the same time, in the aspect of listening teaching methods, it is necessary to reduce the sense of listening anxiety with various reasonable listening skills in the three stages of pre-listening, listening and post-listening, and to strengthen the time-limited listening training to reduce the pressure of time-limited listening.Secondly, in the listening teaching materials.To increase the number of Chinese teaching materials, the form of Chinese listening materials should be updated constantly to increase interest and pertinence.This paper hopes to provide some references for the further study of Chinese listening anxiety and some reference significance for the teaching of Chinese as a foreign language.Especially for the Chinese teaching in Mongolia or the domestic teaching for Mongolian students, hoping to play a role in helping.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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