本文選題：泰國初中生 + 漢語學(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等人提出外語學(xué)習(xí)焦慮這個概念以來,不同的學(xué)者在不同的時期不同的地方對外語學(xué)習(xí)焦慮進(jìn)行研究和探索,發(fā)現(xiàn)這種學(xué)習(xí)焦慮對學(xué)習(xí)者的學(xué)習(xí)有著不容忽視的影響。本文在國內(nèi)外學(xué)者的研究基礎(chǔ)上，，對泰國初中生漢語學(xué)習(xí)焦慮狀況和成因進(jìn)行比較深入的分析。 本研究以泰國紅統(tǒng)府薩迪安通學(xué)校120名泰國初一的學(xué)生為主要調(diào)查對象,通過由個人信息調(diào)查問卷、漢語課堂焦慮量表、漢語學(xué)習(xí)焦慮原因調(diào)查問卷三部分組成的研究工具以及個人訪談的途徑進(jìn)行調(diào)查,結(jié)合SPSS社會科學(xué)統(tǒng)計軟件包的使用,經(jīng)過科學(xué)合理的定量統(tǒng)計和定性分析的方法對泰國初中生漢語學(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)的個體因素、語言四項基本技能(聽、說、讀、寫)焦慮以及焦慮產(chǎn)生的原因進(jìn)行研究。 關(guān)于泰國初中生漢語學(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)生受到中高等漢語焦慮的影響。(2)高焦慮組的學(xué)生不愿主動回答老師問題,而讓他們不得不說話的時候,焦慮感最高；中等焦慮組的學(xué)生漢語考試焦慮比較高,但中等焦慮組的學(xué)生的口語焦慮值不高。 關(guān)于泰國初中生漢語學(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)計學(xué)上沒有多大的關(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)計學(xué)上沒有相關(guān)性。(3)泰國初中生的自我漢語水平評價與焦慮程度在統(tǒng)計學(xué)上呈負(fù)相關(guān)的關(guān)系,自我漢語水平評價越高,焦慮程度就越低。(4)自我期望值與焦慮在統(tǒng)計學(xué)上并不相關(guān)。(5)他們的閱讀和寫作焦慮高于聽力口語焦慮。 關(guān)于泰國初中生漢語學(xué)習(xí)焦慮原因的研究結(jié)果主要有：(1)關(guān)于漢語本身因素最能引起泰國學(xué)生的焦慮感,同時關(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錯,學(xué)習(xí)沒有信心,容易緊張,沒有有效的學(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)生之間的競爭,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,筆者針對泰國初中生提出了一些改善學(xué)習(xí)焦慮的教學(xué)對策和建議,希望對泰國的對外漢語教學(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)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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