本文選題：二語(yǔ)習(xí)得 + 漢語(yǔ)學(xué)習(xí)�。� 參考：《西南大學(xué)》2012年碩士論文

【摘要】：學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)策略是影響二語(yǔ)習(xí)得的兩個(gè)重要因素,同樣也對(duì)泰國(guó)留學(xué)生的漢語(yǔ)學(xué)習(xí)具有重要的影響。 隨著中泰交流的不斷加深,來(lái)華學(xué)習(xí)漢語(yǔ)的泰國(guó)留學(xué)生逐年增多,了解他們的漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)策略,特別是了解這兩個(gè)因素在不同漢語(yǔ)級(jí)別泰國(guó)學(xué)習(xí)者之間的變化情況以及二者之間的相互關(guān)系,并提出針對(duì)性的教學(xué)措施在實(shí)際教學(xué)中加以實(shí)施,對(duì)于提高對(duì)泰漢語(yǔ)教學(xué)效果,促進(jìn)對(duì)外漢語(yǔ)教學(xué)事業(yè)的發(fā)展都顯得特別重要。 本文對(duì)西南大學(xué)文學(xué)院初、中、高三個(gè)級(jí)別的泰國(guó)留學(xué)生進(jìn)行問(wèn)卷調(diào)查,發(fā)現(xiàn)學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)策略因?qū)W習(xí)者漢語(yǔ)級(jí)別的不同而存在區(qū)別。不同漢語(yǔ)水平的泰國(guó)學(xué)習(xí)者的工具型動(dòng)機(jī)、融入型動(dòng)機(jī)、內(nèi)部動(dòng)機(jī)、外部動(dòng)機(jī)、成就型動(dòng)機(jī)的強(qiáng)度是有變化的,他們使用認(rèn)知策略、元認(rèn)知策略、情感策略與社會(huì)策略的頻率同樣也有變化；并且這些動(dòng)機(jī)類型與策略類型之間的相互關(guān)系也因?yàn)樘﹪?guó)留學(xué)生漢語(yǔ)水平的不同而不同。 調(diào)查結(jié)果發(fā)現(xiàn),從總體上來(lái)說(shuō),工具型學(xué)習(xí)動(dòng)機(jī)是所有泰國(guó)學(xué)生學(xué)習(xí)動(dòng)機(jī)中最強(qiáng)烈的,同時(shí)也是對(duì)他們學(xué)習(xí)策略影響最大的；情感策略與社會(huì)策略是他們使用頻率最高的學(xué)習(xí)策略,而認(rèn)知策略則對(duì)他們的學(xué)習(xí)動(dòng)機(jī)影響最大。
[Abstract]:Learning motivation and learning strategy are two important factors affecting second language acquisition, and also have important influence on Thai students' Chinese learning.As the exchanges between China and Thailand continue to deepen, the number of Thai students coming to China to study Chinese has increased year by year, understanding their Chinese learning motivation and learning strategies.In particular, to understand the changes of these two factors among Thai learners at different Chinese levels and the relationship between them, and to put forward targeted teaching measures to be carried out in actual teaching, which will improve the effectiveness of teaching Chinese to Thailand.It is particularly important to promote the development of teaching Chinese as a foreign language.This paper makes a questionnaire survey on Thai students in junior middle and high schools of Southwest University and finds that there are differences in learning motivation and learning strategies according to learners' Chinese level.The intensity of instrumental motivation, integration motivation, internal motivation, external motivation and achievement motivation of Thai learners with different Chinese proficiency levels varies. They use cognitive strategies, metacognitive strategies, and metacognitive strategies.The frequency of affective strategy and social strategy also varies, and the relationship between these types of motivation and strategy is different from Thai students' Chinese proficiency.The results show that, on the whole, tool learning motivation is the strongest of all Thai students' learning motivation, and it also has the greatest influence on their learning strategies.Affective strategies and social strategies are the most frequently used learning strategies, while cognitive strategies have the greatest influence on their learning motivation.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 周婷婷;泰國(guó)南方技術(shù)學(xué)院的漢語(yǔ)教學(xué)調(diào)查研究[D];吉林大學(xué);2013年

2 劉萍;來(lái)華自費(fèi)與非自費(fèi)留學(xué)生漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)及相關(guān)學(xué)習(xí)策略的對(duì)比研究[D];安徽大學(xué);2013年

3 戴芊卉;泰國(guó)高中學(xué)生漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查研究[D];云南民族大學(xué);2013年

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本文編號(hào)：1736298