本文選題：交際意愿　切入點(diǎn)：學(xué)習(xí)環(huán)境　出處：《江蘇大學(xué)》2017年碩士論文

【摘要】：本研究以MacIntyre的金字塔模型和Wen和Clement的交際意愿模型為依據(jù),探討非目的語(yǔ)環(huán)境下中國(guó)非英語(yǔ)專業(yè)學(xué)生英語(yǔ)交際意愿和目的語(yǔ)環(huán)境下外國(guó)留學(xué)生漢語(yǔ)交際意愿。并且分別探究焦慮和動(dòng)機(jī)這兩個(gè)情感變量以及性別、語(yǔ)言水平這兩個(gè)客觀背景變量對(duì)學(xué)習(xí)者二語(yǔ)交際意愿的影響。本研究試圖回答以下問(wèn)題:1)非目的語(yǔ)環(huán)境下中國(guó)非英語(yǔ)專業(yè)學(xué)生英語(yǔ)交際意愿和目的語(yǔ)環(huán)境下外國(guó)留學(xué)生漢語(yǔ)交際意愿的現(xiàn)狀如何?2)性別和語(yǔ)言水平對(duì)中國(guó)非英語(yǔ)專業(yè)學(xué)生的英語(yǔ)交際意愿和外國(guó)留學(xué)生的漢語(yǔ)交際意愿有何影響?3)動(dòng)機(jī)和焦慮與上述兩種不同學(xué)習(xí)環(huán)境下學(xué)習(xí)者的交際意愿有何聯(lián)系?哪種變量更能有效地預(yù)測(cè)學(xué)習(xí)者的交際意愿?本研究采用定量與定性相結(jié)合的研究方法,選取江蘇某大學(xué)174名學(xué)生為研究對(duì)象,其中98名不同英語(yǔ)水平的學(xué)生來(lái)自其獨(dú)立學(xué)院非英語(yǔ)專業(yè)學(xué)生,76名不同漢語(yǔ)水平的學(xué)生來(lái)自其海外教育學(xué)院。定量研究使用了調(diào)查問(wèn)卷,問(wèn)卷總共涉及三個(gè)量表:英語(yǔ)/漢語(yǔ)交際意愿量表、語(yǔ)言學(xué)習(xí)焦慮量表和語(yǔ)言學(xué)習(xí)動(dòng)機(jī)量表,使用描述性統(tǒng)計(jì)、獨(dú)立樣本T檢驗(yàn)、皮爾遜相關(guān)分析、雙因素方差分析以及多元回歸分析對(duì)調(diào)查結(jié)果進(jìn)行統(tǒng)計(jì)分析,此外,為了對(duì)造成統(tǒng)計(jì)結(jié)果的原因有更深的了解,參加過(guò)定量調(diào)查的8名學(xué)生(4名中國(guó)非英語(yǔ)專業(yè)學(xué)生,4名外國(guó)留學(xué)生)參加了半結(jié)構(gòu)化訪談。在進(jìn)行定量和定性分析后得到了以下結(jié)果:1)中國(guó)非英語(yǔ)專業(yè)學(xué)生的英語(yǔ)交際意愿和外國(guó)留學(xué)生的漢語(yǔ)交際意愿普遍不高,課內(nèi)交際意愿高于課外交際意愿,并且存在很大的個(gè)體差異。二者整體交際意愿和課內(nèi)交際意愿無(wú)顯著差異,但是在課外交際意愿上存在顯著差異,這說(shuō)明相比于中國(guó)非英語(yǔ)專業(yè)學(xué)生課外說(shuō)英語(yǔ)而言,外國(guó)留學(xué)生更愿意在課外說(shuō)漢語(yǔ)。2)性別差異對(duì)中國(guó)非英語(yǔ)專業(yè)學(xué)生的交際意愿產(chǎn)生顯著性影響,女生交際意愿顯著性高于男生,相反,其對(duì)外國(guó)留學(xué)生交際意愿沒(méi)有顯著性影響;語(yǔ)言水平對(duì)中國(guó)非英語(yǔ)專業(yè)學(xué)生英語(yǔ)交際意愿和外國(guó)留學(xué)生漢語(yǔ)交際意愿均有顯著性影響,高語(yǔ)言水平的學(xué)生更愿意用目的語(yǔ)與人交流。3)中國(guó)非英語(yǔ)專業(yè)學(xué)生英語(yǔ)交際意愿與英語(yǔ)學(xué)習(xí)焦慮呈顯著負(fù)相關(guān),與英語(yǔ)學(xué)習(xí)動(dòng)機(jī)呈現(xiàn)正相關(guān),英語(yǔ)學(xué)習(xí)焦慮和動(dòng)機(jī)與英語(yǔ)交際意愿呈顯著負(fù)相關(guān),英語(yǔ)學(xué)習(xí)焦慮是預(yù)測(cè)學(xué)生英語(yǔ)交際意愿的有效預(yù)測(cè)因素;外國(guó)留學(xué)生漢語(yǔ)交際意愿與漢語(yǔ)學(xué)習(xí)焦慮呈現(xiàn)負(fù)相關(guān),與漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)呈正相關(guān),漢語(yǔ)學(xué)習(xí)焦慮和動(dòng)機(jī)與漢語(yǔ)交際意愿呈顯著負(fù)相關(guān),漢語(yǔ)學(xué)習(xí)焦慮和動(dòng)機(jī)都能有效預(yù)測(cè)留學(xué)生漢語(yǔ)交際意愿,但是漢語(yǔ)學(xué)習(xí)焦慮的預(yù)測(cè)力更強(qiáng)。鑒于以上結(jié)果分析,本研究對(duì)外語(yǔ)教師了解學(xué)生交際意愿現(xiàn)狀以及主要影響因素有積極作用,能夠使教師采取措施,營(yíng)造輕松和諧的語(yǔ)言學(xué)習(xí)環(huán)境,培養(yǎng)學(xué)生的學(xué)習(xí)積極性和學(xué)習(xí)動(dòng)機(jī),從而降低焦慮,提高學(xué)生的二語(yǔ)交際意愿及實(shí)際交際能力。
[Abstract]:In this study, the MacIntyre model of Pyramid and Wen and Clement WTC model as the basis, to explore the non target language environment Chinese non English Major Students' English communicative intention and the target language environment of foreign students willingness to communicate in Chinese. And explore the anxiety and motivation of the two affective variables, gender, language level two objective background variables on learners' two language communicative intention. This study attempts to answer the following questions: 1) how about the status of Chinese non English Majors' English communicative intention and target language environment for foreign students in Chinese language communicative intention of non target language environment? 2) what is the effect of gender and language proficiency of non English Majors China the students' willingness to communicate in English and Chinese to foreign students willingness to communicate? 3) motivation and anxiety with the two different learning environment learners' willingness to communicate what is the relationship? What kind of variable can more effectively predict learner's communicative intention? This study adopts both qualitative and quantitative research methods, selection of Jiangsu a total of 174 university students as the research object, including 98 different English levels of students from the independent college non English majors, 76 different levels of Chinese students from overseas the school of Education. The quantitative study using questionnaire, a questionnaire involving a total of three scales: English / Chinese WTC scale, language learning anxiety and language learning motivation scale, using descriptive statistics, independent sample T test, Pearson correlation analysis, two factor variance analysis and multiple regression analysis of survey results statistical analysis, in addition, in order to have a deeper reason for the understanding of the statistical results, 8 students participated in the quantitative investigation (4 China non English majors, 4 foreign students). With a semi-structured interview. The following results were obtained in quantitative and qualitative analysis: 1) willingness to communicate in English and Chinese to foreign students willingness to communicate China non English majors are generally not high, willingness to communicate inside the classroom than outside WTC, and there are great individual differences. Two no significant differences in overall communication desire and willingness to communicate inside the classroom, but there are significant differences in willingness to communicate on the extracurricular activities, extracurricular China compared to non English Majors in English, foreign students are more willing to speak Chinese in class.2) have a significant impact on gender differences in communicative intention Chinese non English Major Students' willingness to communicate, significantly higher than the girls on the contrary, the boy has no significant influence on foreign students' communicative intention; language proficiency on willingness to communicate in English and non English Majors Chinese foreign students pay When will have a significant impact, high language level students are more willing to use the target language to communicate with people.3) English Majors' willingness to communicate in English and English learning anxiety is negatively correlated Chinese, are positively correlated with English learning motivation, English learning anxiety and motivation was negatively correlated with the willingness to communicate in English, English learning anxiety is effective predictors of students' willingness to communicate in English; foreign students willingness to communicate in Chinese and Chinese learning anxiety is negatively correlated, positively correlated with the motivation of Chinese learning, Chinese learning anxiety and motivation and willingness to communicate in Chinese was significantly negatively related to Chinese learning anxiety and motivation can effectively predict students' willingness to communicate in Chinese, but Chinese learning anxiety predicted stronger. In view of the above results, this research to understand the status quo of students' communicative intention and the main influence factors on the product of foreign language teachers Extreme action enables teachers to take measures to create a relaxed and harmonious language learning environment, cultivate students' learning motivation and learning motivation, thereby reducing anxiety, improving students' two language communicative willingness and practical communicative competence.

【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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