来华留学生汉语学习焦虑、学习动机与学习策略研究

发布时间：2018-06-07 22:11

本文选题：来华留学生 + 汉语学习　；参考：《长沙理工大学》2013年硕士论文

【摘要】：Krashen的情感过滤假说认为学习者自身有一个“情感过滤装置”，会对语言输入起到过滤的作用。学习者并不会全部吸收外部输入的信息，他们的一些情感因素使输入信息成为不可理解性的输入，从而减少了学习者的可理解性输入，影响了第二语言的学习效果。同等条件下，“情感过滤装置”越强可理解性输入就会越少，学习效果也会越差，反之则可理解性输入越多，学习效果越好。“情感过滤装置”的强弱跟学习者的动机、自信心、焦虑状况和身体状态等有关。Krashen认为学习动力强、自信心强的学习者都会获得更多的可理解性输入，而低焦虑比高焦虑更有益于语言的习得。人本主义心理学认为，人生来就有学习的潜能，教育应以学习者为中心，充分发挥其潜在能力。教师应由衷地信任学生能够发展自己的潜在能力，使他们能够愉快、创造性地学习。人本主义心理学重视人的主动性和价值观、态度体系和情感等在学习中的重要性，注意促进学生学会学习和学会适应变化，注意建立良好的师生关系。近年来，在经济全球化、文化多元化的背景下，来华留学生总数、生源国家和地区数、我国接收留学生单位数等历年来均以超过10%的比例增长。因此，本研究以情感过滤假说和人本主义理论为基础，以来华留学生的汉语学习焦虑、学习动机和学习策略为切入点，研究了来华留学生的汉语学习焦虑、学习动机和学习策略的总体情况以及它们之间的关系。本研究主要采用定量研究方法，辅以定性研究，，对100名来华留学生的汉语学习焦虑、学习动机及学习策略进行了调查。定量研究采用“汉语课堂焦虑量表”（在Horwits等人1986年设计的“外语课堂焦虑量表”基础上修改而成）、Gardner的“融合型/工具型动机量表”和“语言学习策略量表”（在Oxford的“语言学习策略量表”基础上修改而成），并使用社会科学统计软件包（SPSS16.0）对收集得到的数据进行了分析。其中还有四名留学生学生参加了个人访谈来补充说明定量研究的结果。研究结果表明：（1）来华留学生的汉语学习大部分处于低度或中度焦虑。其中，在性别和年龄上不存在显著性差异，但不同汉语学习时间的留学生的焦虑感存在显著性差异。（2）来华留学生的汉语学习动机主要为工具型动机。工具型动机维度存在性别和年龄的差异，汉语学习时间长短不同的留学生在汉语学习融入型动机维度并不存在显著性差异。但是，在工具型动机维度存在显著性差异。（3）来华留学生使用频率最高的学习策略是社交策略，使用频率最低的是情感策略。男生与女生在记忆策略、认知策略、情感策略和社交策略四个维度上都存在显著性差异。不同汉语学习时间的留学生在记忆策略和社交策略维度上存在显著性差异，在认知策略和情感策略维度上不存在显著性差异。（4）留学生的汉语学习焦虑与学习动机之间并不存在相关性。留学生的汉语学习焦虑与认知策略和情感策略呈正相关关系，与记忆策略和社交策略呈负相关关系。留学生的融入型动机与四种学习策略都呈正相关关系，工具型动机与四种学习策略也都呈正相关关系。
[Abstract]:Krashen's affective filter hypothesis suggests that the learner has a "emotional filter" itself, which plays a role in filtering language input. The learner does not fully absorb the information from the external input, and some of their emotional factors make the input information an incomprehensible input, thereby reducing the learner's comprehensible input, and the shadow of the learner. Under the same condition, the stronger the "emotional filter", the less the comprehensible input will be, the worse the learning effect is, the more comprehensible input and the better the learning effect. The strength of the "emotional filter" is related to the motivation, confidence, anxiety, and physical state of the learner,.Krashen. Learners with strong learning motivation and strong self-confidence will get more comprehensible input, while low anxiety is more conducive to language acquisition than high anxiety.
Humanistic psychology holds that life has the potential of learning. Education should take the learner as the center and give full play to its potential abilities. Teachers should sincerely trust that students can develop their potential abilities and enable them to learn happily and creatively. Humanistic psychology attaches importance to the initiative and values, attitude system and emotion of human beings. And so on, so as to promote students to learn how to learn and adapt to change, and to establish good teacher-student relationship.
In recent years, in the context of economic globalization and cultural diversity, the total number of students in China, the number of countries and regions, and the number of foreign students in China have increased by more than 10% years. Therefore, the study is based on the affective filtering hypothesis and humanism theory, and the Chinese Learning anxiety and learning motivation of the Chinese students in China have been based on the theory of emotion filtering and humanism. With learning strategies as the starting point, the overall situation of Chinese learning anxiety, learning motivation and learning strategies of foreign students in China and their relationship are studied.
This study used quantitative research methods and qualitative research to investigate the Chinese learning anxiety, learning motivation and learning strategies of 100 Chinese students from China. The quantitative study adopted the "Chinese Classroom Anxiety Scale" (revised on the "foreign language classroom focus scale" designed by Horwits et al. In 1986), and Gardner "melts". The combined / tool motivation scale and the language learning strategy scale, modified on the basis of the Oxford's language learning strategy scale, were modified with the social science statistics package (SPSS16.0). The data were analyzed using the social science statistics package (SPSS16.0). Four of the students participated in a personal interview to supplement the quantitative research. The result.
The results of the study show that:
(1) most of the Chinese students in China are in low or moderate anxiety. Among them, there is no significant difference in gender and age, but there are significant differences in the anxiety of foreign students with different Chinese learning time.
(2) the motivation of Chinese learning for Chinese students in China is mainly instrumental motivation. There are differences in gender and age in the dimension of instrumental motivation. There is no significant difference in the dimension of Chinese Learning Integration motivation in Chinese learning time. However, there are significant differences in the dimension of instrumental motivation.
(3) the most frequently used learning strategies for students in China are social strategies, and the lowest use frequency is emotional strategy. There are significant differences in the four dimensions of memory strategy, cognitive strategy, emotional strategy and social strategy in boys and girls. The students with different Chinese learning time have a significant difference in memory strategy and social strategy dimension. There is no significant difference between cognitive strategies and affective strategies.
(4) there is no correlation between Chinese learning anxiety and learning motivation. There is a positive correlation between Chinese learning anxiety and cognitive strategies and affective strategies, and negative correlation with memory strategies and social strategies. The integration motivation of foreign students is positively related to four learning strategies, tool motivation and four kinds of learning strategies. There is also a positive correlation between learning strategies.
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】