本文關(guān)鍵詞：中國日語學(xué)習(xí)者的跨文化交際焦慮研究　出處：《北京外國語大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 跨文化交際焦慮 學(xué)年 歸因風(fēng)格 跨文化經(jīng)驗

【摘要】：MacIntyre(1994)指出交際焦慮會直接影響個人參與到交際中的意愿。在第二語言習(xí)得領(lǐng)域焦慮的相關(guān)研究被稱為"第二語言焦慮(或者外語焦慮)",主要探討外語學(xué)習(xí)者在第二語言習(xí)得和使用時所產(chǎn)生的焦慮感以及其成因和影響。這些研究的重點是學(xué)習(xí)者由于擔(dān)心語言使用是否正確,信息傳遞是否準(zhǔn)確而引起的焦慮感上。然而,在跨文化接觸愈加頻繁的時代背景下,與外國人構(gòu)建友好的人際關(guān)系越來越得到重視。因此,有必要進一步關(guān)注學(xué)習(xí)者的新變化,進一步擴展第二語言焦慮的研究范疇。另一方面,交際學(xué)中的跨文化交際焦慮研究主要由歐美的學(xué)者主導(dǎo),以美國人為研究對象。研究內(nèi)容涉及跨文化交際焦慮的影響等,并未將視角放在具體的交際場景中可能會遇到的語言文化等相關(guān)影響因素上。然而,從中國日語學(xué)習(xí)者的跨文化交際現(xiàn)狀來說,主要還是以與日本人接觸為主,多數(shù)情況下使用語言是日語。截止到目前為止,筆者所發(fā)現(xiàn)的以中國人為對象的跨文化交際焦慮研究均以英語學(xué)習(xí)者為對象。因此,有必要考慮到中國日語學(xué)習(xí)者的跨文化交際現(xiàn)實,并開展相關(guān)研究。在心理學(xué)領(lǐng)域中,有很多學(xué)者認(rèn)為改善歸因風(fēng)格是治療社交焦慮最為行之有效的一個方法,同時個人經(jīng)驗的不同會帶來歸因風(fēng)格的不同(Henderson,2015)。因此,本文以心理學(xué)領(lǐng)域研究中的"心理認(rèn)知療法"理論1為切入點,借鑒三個研究領(lǐng)域的研究成果,有針對性地探討中國日語學(xué)習(xí)者的跨文化交際焦慮現(xiàn)狀。通過因子分析探討了跨文化交際焦慮的因子模型,并從學(xué)年、歸因風(fēng)格和跨文化經(jīng)驗的角度分析這些因素對中國日語學(xué)習(xí)者跨文化交際焦慮的影響。為此,筆者在文獻綜述的基礎(chǔ)上,設(shè)計了兩個研究課題。①中國日語學(xué)習(xí)者的跨文化交際焦慮的構(gòu)成要素是什么;②中國日語學(xué)習(xí)者的跨文化交際焦慮各構(gòu)成要素是否受學(xué)年、歸因風(fēng)格、跨文化經(jīng)歷的影響。本文首先整理了 McCroskey(1997)的跨文化交際焦慮問卷和元田靜(2005)的目標(biāo)語言環(huán)境下的日語焦慮問卷,抽出其中的相關(guān)題目。然后采訪了 5名日語學(xué)習(xí)者,收集他們在與日本人交流,成為朋友的過程中所產(chǎn)生的焦慮。為了進一步篩選和完善問卷項目,又以60名日語學(xué)習(xí)者為對象進行了預(yù)調(diào)查。之后,筆者以304名中國日語學(xué)習(xí)者為對象進行了關(guān)于跨文化交際焦慮的問卷調(diào)查,收到了 301份有效回答,并對收集到的數(shù)據(jù)進行了因子分析,方差分析和相關(guān)分析。研究結(jié)果如下所示:第一,中國日語學(xué)習(xí)者的跨文化交際焦慮由"文化焦慮""日語焦慮""跨文化交際對象焦慮" "交際焦慮"構(gòu)成。第二,日語專業(yè)大學(xué)一年級學(xué)生中,跨文化交際頻率高的學(xué)生與跨文化交際頻率低的學(xué)生相比,前者的"跨文化焦慮" "日語焦慮" "跨文化對象焦慮"更高。第三,日語專業(yè)大學(xué)二年級的學(xué)生中,擁有悲觀型歸因風(fēng)格的學(xué)習(xí)者與擁有樂觀型歸因風(fēng)格的學(xué)習(xí)者相比,前者的日語焦慮表現(xiàn)更高。第四,大學(xué)三年級和大學(xué)四年級的學(xué)生他們的跨文化交際焦慮雖然不受歸因風(fēng)格和跨文化接觸頻率的影響,但還是存在有一定的焦慮。第四,中國日語學(xué)習(xí)者的跨文化交際焦慮與跨文化接觸頻率和深度成正相關(guān)關(guān)系,有留學(xué)經(jīng)驗的日語學(xué)習(xí)者與沒有留學(xué)經(jīng)驗的日語學(xué)習(xí)者相比,前者的跨文化交際焦慮更低�；谝陨系难芯拷Y(jié)果,在緩解跨文化交際焦慮的時候,除了一貫注重的"日語焦慮"之外,還應(yīng)注意"跨文化焦慮" "跨文化對象焦慮""交際焦慮"等焦慮因素的存在。對于學(xué)生的日語焦慮,可以開展切實有效的跨文化培訓(xùn)課程幫助悲觀型學(xué)習(xí)者改善自己的認(rèn)知風(fēng)格。
[Abstract]:MacIntyre (1994) pointed out that social anxiety will directly affect the personal willingness to participate in the communication. Anxiety related research in the field of second language acquisition is called "the second language anxiety (or anxiety)", mainly discusses the foreign language learner in second language acquisition and use of anxiety and its causes and effects. The focus of these studies is that learners because of language use is correct, accurate transmission of information is caused by the anxiety. However, in the cross-cultural background more frequent contact with foreigners, to build friendly interpersonal relationship is getting more and more attention. Therefore, it is necessary to pay more attention to new changes of learners, to further expand study on the second categories of language anxiety. On the other hand, the research on cross cultural communication communication anxiety mainly by the European and American scholars led by Americans as the research object. The research in Content involves the intercultural communication anxiety, not the perspective on the specific communication scene in language culture and other related effects may encounter factors. However, the status quo of intercultural communication learning from the Japanese Chinese, mainly to Japanese and contact, in most cases is the language used by Japanese. So far, the author found that the Research on cross cultural communication anxiety Chinese human subjects are English learners as the object. Therefore, it is necessary to take into account the actual intercultural communication China Japanese learners, and carry out related research. In the field of psychology, there are a lot of scholars believe that the improvement of attribution style is the treatment of social anxiety as an effective method, and personal experience will bring different attributional style different (Henderson, 2015). Therefore, based on the field of psychology in the study of "psychological cognitive therapy The theory of "the 1 as the starting point, drawing lessons from the research results of three research areas, aiming at exploring cross-cultural communication anxiety of China Japanese learners. Through factor analysis, discusses the factor model of intercultural communication anxiety, and from the academic year, attributional style and cross-cultural experience analysis of these factors on China Japanese learning influence of intercultural communication anxiety. Therefore, the author on the basis of literature review, design two research topic. What is intercultural communication anxiety factors of Chinese Japanese learners; the Chinese Japanese learners' intercultural communicative anxiety elements is affected by the year, attributional style, cross-cultural influence experience. In this paper, McCroskey (1997) of the intercultural communication anxiety questionnaire and Yuan Tian Jing (2005) Japanese anxiety questionnaire in the target language environment, and then take one of the related topics. A 5 interview with the Japanese learners, and collect them in Japanese exchanges, become friends in the process produced anxiety. In order to further screening and improvement of the pre survey questionnaire items, and 60 Japanese learners as the object. After that, a questionnaire survey was conducted on the intercultural communication anxiety in the 304 Chinese Japanese learners as the object, received 301 valid answers, and the data collected by factor analysis, variance analysis and correlation analysis. The results are shown as follows: first, Chinese Japanese learners' intercultural communicative anxiety by "cultural anxiety" and "Japanese" anxiety "Intercultural Communication Anxiety" object "communication anxiety." in second, the first grade students in University Japanese majors, compared with students of intercultural communication and cross-cultural communication frequency of the high frequency low student, the former "cultural anxiety" and "anxiety" Japanese "cross cultural objects "Higher anxiety. Third, the second grade college Japanese majors, has a pessimistic attributional style learners compared with optimistic attributional style learners, Japanese anxiety performance of the former is higher. Fourth the fourth grade, the third grade college and university students in their intercultural communication anxiety while not affected attributional style and intercultural contact frequency, but there is still some anxiety. Fourth, China Japanese learners' intercultural communicative anxiety and cross-cultural contact frequency and depth are positively related, compared to students experience Japanese learners with no experience studying Japanese, intercultural communication of the former lower anxiety.. based on the above findings, in the ease of intercultural communication anxiety, in addition to always pay attention to" Japanese anxiety ", should also pay attention to" cross-cultural "anxiety" cross-cultural communication "on anxiety like Coke Anxiety and anxiety exist. For students' anxiety in Japanese, effective cross-cultural training courses can be carried out to help pessimistic learners improve their cognitive style.

【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H36

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本文編號：1372011