本文選題：泰國(guó)初中生 + 漢語(yǔ)學(xué)習(xí)　； 參考：《廣西大學(xué)》2012年碩士論文

【摘要】：自20世紀(jì)80年代Horwitz等人提出外語(yǔ)學(xué)習(xí)焦慮這個(gè)概念以來(lái),不同的學(xué)者在不同的時(shí)期不同的地方對(duì)外語(yǔ)學(xué)習(xí)焦慮進(jìn)行研究和探索,發(fā)現(xiàn)這種學(xué)習(xí)焦慮對(duì)學(xué)習(xí)者的學(xué)習(xí)有著不容忽視的影響。本文在國(guó)內(nèi)外學(xué)者的研究基礎(chǔ)上，，對(duì)泰國(guó)初中生漢語(yǔ)學(xué)習(xí)焦慮狀況和成因進(jìn)行比較深入的分析。 本研究以泰國(guó)紅統(tǒng)府薩迪安通學(xué)校120名泰國(guó)初一的學(xué)生為主要調(diào)查對(duì)象,通過(guò)由個(gè)人信息調(diào)查問(wèn)卷、漢語(yǔ)課堂焦慮量表、漢語(yǔ)學(xué)習(xí)焦慮原因調(diào)查問(wèn)卷三部分組成的研究工具以及個(gè)人訪談的途徑進(jìn)行調(diào)查,結(jié)合SPSS社會(huì)科學(xué)統(tǒng)計(jì)軟件包的使用,經(jīng)過(guò)科學(xué)合理的定量統(tǒng)計(jì)和定性分析的方法對(duì)泰國(guó)初中生漢語(yǔ)學(xué)習(xí)焦慮的總體情況、各焦慮組的焦慮情況、與焦慮程度相關(guān)的個(gè)體因素、語(yǔ)言四項(xiàng)基本技能(聽(tīng)、說(shuō)、讀、寫)焦慮以及焦慮產(chǎn)生的原因進(jìn)行研究。 關(guān)于泰國(guó)初中生漢語(yǔ)學(xué)習(xí)焦慮狀況的研究結(jié)果發(fā)現(xiàn)主要有：(1)他們的焦慮感是普遍存在的,將近一半的學(xué)生有著較高的焦慮值,將近80%的學(xué)生受到中高等漢語(yǔ)焦慮的影響。(2)高焦慮組的學(xué)生不愿主動(dòng)回答老師問(wèn)題,而讓他們不得不說(shuō)話的時(shí)候,焦慮感最高；中等焦慮組的學(xué)生漢語(yǔ)考試焦慮比較高,但中等焦慮組的學(xué)生的口語(yǔ)焦慮值不高。 關(guān)于泰國(guó)初中生漢語(yǔ)學(xué)習(xí)焦慮與相關(guān)因素的關(guān)系研究結(jié)果主要有：(1)女生的焦慮平均值略高于男生的焦慮平均值,不同性別與焦慮水平在統(tǒng)計(jì)學(xué)上沒(méi)有多大的關(guān)系。(2)外向型學(xué)生的焦慮程度最高、內(nèi)向型學(xué)生的最低,兩者性格兼有的學(xué)生的居中間,但性格的不同與焦慮在統(tǒng)計(jì)學(xué)上沒(méi)有相關(guān)性。(3)泰國(guó)初中生的自我漢語(yǔ)水平評(píng)價(jià)與焦慮程度在統(tǒng)計(jì)學(xué)上呈負(fù)相關(guān)的關(guān)系,自我漢語(yǔ)水平評(píng)價(jià)越高,焦慮程度就越低。(4)自我期望值與焦慮在統(tǒng)計(jì)學(xué)上并不相關(guān)。(5)他們的閱讀和寫作焦慮高于聽(tīng)力口語(yǔ)焦慮。 關(guān)于泰國(guó)初中生漢語(yǔ)學(xué)習(xí)焦慮原因的研究結(jié)果主要有：(1)關(guān)于漢語(yǔ)本身因素最能引起泰國(guó)學(xué)生的焦慮感,同時(shí)關(guān)于學(xué)生自身因素的焦慮原因,包括大多情況下不能判斷對(duì)錯(cuò),學(xué)習(xí)沒(méi)有信心,容易緊張,沒(méi)有有效的學(xué)習(xí)方法等也都比較容易引起他們焦慮。(2)最不可能使學(xué)生產(chǎn)生焦慮的前五大原因主要屬于“文化背景”、“教材內(nèi)容”以及“教師教學(xué)方法”。(3)引起高焦慮組學(xué)生的焦慮原因主要是關(guān)于教師教學(xué)方法技巧,而引起中焦慮組焦慮的原因主要是關(guān)于教師教學(xué)策略以及學(xué)生之間的競(jìng)爭(zhēng),引起低焦慮組焦慮的原因主要是關(guān)于教材內(nèi)容。 最后,在以上所有結(jié)論的基礎(chǔ)上,筆者針對(duì)泰國(guó)初中生提出了一些改善學(xué)習(xí)焦慮的教學(xué)對(duì)策和建議,希望對(duì)泰國(guó)的對(duì)外漢語(yǔ)教學(xué)有一定啟示作用。
[Abstract]:Since Horwitz et al put forward the concept of foreign language learning anxiety in the 1980s, different scholars have studied and explored foreign language learning anxiety in different places at different times. It is found that this kind of learning anxiety can not be ignored. Based on the research of scholars at home and abroad, this paper makes a deep analysis of Chinese learning anxiety of Thai junior high school students. In this study, 120 primary school students from Sadiantong School of Red Unification in Thailand were selected as the main subjects, and the Chinese classroom anxiety scale was investigated by the questionnaire of personal information, the Chinese classroom anxiety scale, and the Chinese language classroom anxiety scale. The research tools composed of three parts of the Chinese Learning anxiety Survey questionnaire and the ways of personal interviews are investigated, combined with the use of SPSS social science statistical software package. Through scientific and reasonable quantitative statistics and qualitative analysis, the general situation of Chinese learning anxiety of Thai junior high school students, the anxiety of each anxiety group, the individual factors related to anxiety degree, the four basic language skills (listening, speaking, reading, etc. Write) anxiety and the causes of anxiety are studied. The results of the study on the Chinese learning anxiety of Thai junior high school students found that the main anxiety was: 1) their anxiety was widespread, and nearly half of the students had higher anxiety values. Nearly 80% of the students were affected by the anxiety in the middle and higher Chinese language.) the students in the high anxiety group did not want to answer the teacher's questions voluntarily, but when they had to speak, they had the highest sense of anxiety, while the students in the medium anxiety group had higher anxiety in the Chinese examination. However, the oral anxiety of the students in the medium anxiety group was not high. The main results of the study on the relationship between Chinese learning anxiety and related factors of Thai junior high school students are: (1) the average anxiety of female students is slightly higher than that of male students. The degree of anxiety of extroverted students was the highest, and that of introverted students was the lowest. However, there is no statistical correlation between personality difference and anxiety. (3) there is a negative correlation between self-Chinese proficiency evaluation and anxiety degree of Thai junior high school students, and the higher the self-Chinese level evaluation, the higher the self-Chinese level evaluation. The lower the anxiety level, the lower the self-expectation and anxiety. (5) their anxiety in reading and writing is higher than that in oral listening. The main results of the study on the causes of Chinese learning anxiety of Thai junior high school students are as follows: (1) Chinese itself causes the anxiety of Thai students most, and the reasons of anxiety about students' own factors, including the inability to judge right and wrong in most cases, Lack of confidence in learning, easy tension, lack of effective learning methods, etc., are also more likely to cause their anxiety.) the top five causes of anxiety that are least likely to cause anxiety to students mainly belong to the "cultural background." The causes of anxiety of students in high anxiety group are mainly about teachers' teaching methods and skills, while the causes of anxiety in medium anxiety groups are mainly about teachers' teaching strategies and the competition among students. The main cause of anxiety in low anxiety group is the content of teaching material. Finally, on the basis of all the above conclusions, the author puts forward some teaching strategies and suggestions to improve the learning anxiety of Thai junior high school students, hoping to have some enlightening effect on the teaching of Chinese as a foreign language in Thailand.
【學(xué)位授予單位】：廣西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 成艷萍;何奇光;韓曉立;;英語(yǔ)課堂焦慮對(duì)大學(xué)生口語(yǔ)表達(dá)的影響[J];語(yǔ)言教學(xué)與研究;2007年01期

2 孫炬;外語(yǔ)教學(xué)中的情感因素——理論與研究綜述[J];山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào)(基礎(chǔ)英語(yǔ)教育);2003年01期

3 鄧媛;外語(yǔ)學(xué)習(xí)動(dòng)機(jī)與焦慮探析[J];大學(xué)教育科學(xué);2004年02期

4 黃希庭,余華,鄭涌,楊家忠,王衛(wèi)紅;中學(xué)生應(yīng)對(duì)方式的初步研究[J];心理科學(xué);2000年01期

5 竇芳霞;課堂焦慮與緩解[J];棗莊師范�？茖W(xué)校學(xué)報(bào);2003年04期

6 張義君;外語(yǔ)學(xué)習(xí)焦慮對(duì)學(xué)生課堂交際的影響[J];昆明理工大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2003年03期

7 王琦;外語(yǔ)學(xué)習(xí)課堂焦慮與課堂氣氛的相關(guān)研究及其教學(xué)意義[J];西北師大學(xué)報(bào)(社會(huì)科學(xué)版);2003年06期

8 蔣劍云,戴運(yùn)財(cái);年齡與第二語(yǔ)言習(xí)得[J];山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào)(基礎(chǔ)英語(yǔ)教育);2002年04期

9 鄭曉華,李延知;狀態(tài)—特質(zhì)焦慮問(wèn)卷[J];中國(guó)心理衛(wèi)生雜志;1997年04期

10 姜乾金,黃麗,盧抗生,婁振山,揚(yáng)愛(ài)如,陳慧,毛宗秀;心理應(yīng)激:應(yīng)對(duì)的分類與心身健康[J];中國(guó)心理衛(wèi)生雜志;1993年04期

相關(guān)碩士學(xué)位論文 前9條

1 郁青;初級(jí)水平留學(xué)生漢語(yǔ)閱讀焦慮研究[D];華東師范大學(xué);2007年

2 付文斐;五種漢語(yǔ)課堂互動(dòng)活動(dòng)中學(xué)習(xí)者焦慮和參與比較研究[D];華東師范大學(xué);2007年

3 尚曉宇;高水平韓國(guó)留學(xué)生的漢語(yǔ)技能焦慮研究[D];北京語(yǔ)言大學(xué);2006年

4 高延玲;中國(guó)大學(xué)生英語(yǔ)課堂上的語(yǔ)言焦慮研究[D];陜西師范大學(xué);2003年

5 陳洪;大學(xué)生英語(yǔ)學(xué)習(xí)焦慮及其應(yīng)對(duì)方式研究[D];西南師范大學(xué);2002年

6 鄒妍影;外語(yǔ)焦慮、語(yǔ)言學(xué)習(xí)策略的使用及外語(yǔ)成績(jī)關(guān)系的研究[D];華南師范大學(xué);2003年

7 唐軍俊;二語(yǔ)寫作焦慮對(duì)二語(yǔ)寫作過(guò)程的影響[D];武漢大學(xué);2005年

8 施仁娟;留學(xué)生漢語(yǔ)學(xué)習(xí)焦慮的狀況、成因和應(yīng)付方式研究[D];華東師范大學(xué);2005年

9 孔祥榮;初級(jí)水平留學(xué)生漢語(yǔ)聽(tīng)力課堂焦慮及其應(yīng)對(duì)方式研究[D];北京語(yǔ)言大學(xué);2006年

本文編號(hào)：1983865