【摘要】：本文通過(guò)問(wèn)卷調(diào)查和訪談的形式對(duì)中級(jí)水平俄羅斯留學(xué)生聽(tīng)力理解過(guò)程中的學(xué)習(xí)策略進(jìn)行了調(diào)查研究。最終確定了來(lái)自吉林大學(xué)、燕山大學(xué)、北華大學(xué)、華北科技學(xué)院和東北師范大學(xué)的八十份有效問(wèn)卷。采用SPSS軟件對(duì)收集到的數(shù)據(jù)進(jìn)行描述分析。以學(xué)習(xí)策略理論、二語(yǔ)習(xí)得理論和認(rèn)知心理學(xué)理論為理論基礎(chǔ)，結(jié)合統(tǒng)計(jì)結(jié)果，，分析了中級(jí)水平俄羅斯留學(xué)生聽(tīng)力理解過(guò)程中學(xué)習(xí)策略的使用情況，學(xué)習(xí)策略的使用和聽(tīng)力成績(jī)之間的關(guān)系及高低分組學(xué)生學(xué)習(xí)策略的使用差異等。最后對(duì)外漢語(yǔ)聽(tīng)力教學(xué)提出意見(jiàn)和建議。 根據(jù)數(shù)據(jù)結(jié)果顯示，三大策略中，學(xué)生最常使用的是認(rèn)知策略，其次是社會(huì)情感策略，最容易被忽略的是元認(rèn)知策略。三大策略和聽(tīng)力成績(jī)之間均呈顯著性正相關(guān)。高分組和低分組同學(xué)在元認(rèn)知策略的使用上存在明顯差異。學(xué)生在聽(tīng)力過(guò)程中遇到的主要困難因素分別是語(yǔ)法意義不了解，文化背景差異，能聽(tīng)懂表面意思但無(wú)法推知真實(shí)含義，抓不住主要信息，及生詞太多等。 本文包括六個(gè)部分，每個(gè)部分的內(nèi)容如下： 第1章是引言部分，介紹了本文的選題緣起和意義，同時(shí)介紹了該題目的研究現(xiàn)狀。 第2章介紹學(xué)習(xí)策略的定義，分類(lèi)及聽(tīng)力重要性。 第3章介紹了本文要解決的主要問(wèn)題，以及研究對(duì)象、研究工具、研究變量和結(jié)果統(tǒng)計(jì)的方式。 第4章是結(jié)果說(shuō)明部分，采用SPSS17.0從四個(gè)方面對(duì)統(tǒng)計(jì)結(jié)果進(jìn)行分析，分別是：中級(jí)水平俄羅斯留學(xué)生聽(tīng)力理解學(xué)習(xí)策略使用情況，學(xué)習(xí)策略的使用和成績(jī)的相關(guān)性分析，高低分組學(xué)生學(xué)習(xí)策略的使用差異，及聽(tīng)力過(guò)程中遇到的困難因素。 第5章是討論。對(duì)元認(rèn)知策略、認(rèn)知策略和社會(huì)情感策略三大策略中的每個(gè)項(xiàng)目分別進(jìn)行討論分析。 第6章根據(jù)研究結(jié)果對(duì)對(duì)外漢語(yǔ)聽(tīng)力教學(xué)提出意見(jiàn)和建議，同時(shí)總結(jié)此次研究的不足，并對(duì)以后的相關(guān)研究提出展望。
[Abstract]:This paper investigates the learning strategies of Russian students at intermediate level in listening comprehension by means of questionnaires and interviews. Finally, 80 valid questionnaires from Jilin University, Yanshan University, Beihua University, North China Institute of Science and Technology and Northeast normal University were determined. SPSS software is used to describe and analyze the collected data. On the basis of learning strategy theory, second language acquisition theory and cognitive psychology theory, combined with statistical results, this paper analyzes the use of learning strategies in the process of listening comprehension of Russian students at intermediate level. The relationship between the use of learning strategies and listening achievement and the differences in the use of learning strategies between high and low group students. Finally, the author puts forward some suggestions and suggestions for the teaching of listening to Chinese as a foreign language. According to the data, cognitive strategies are the most frequently used by students, followed by social affective strategies, and metacognitive strategies are the most likely to be ignored. There was a significant positive correlation between the three strategies and listening achievement. There were significant differences in the use of metacognitive strategies between the high score group and the low group. The main difficulties encountered by students in the process of listening are the lack of understanding of grammatical meaning, cultural background differences, the ability to understand the surface meaning but not the real meaning, the inability to grasp the main information, and too many new words. This paper includes six parts, each part of the content as follows: chapter 1 is the introduction part, introduces the origin and significance of this topic, and introduces the research status quo of this topic. Chapter 2 introduces the definition, classification and listening importance of learning strategies. Chapter 3 introduces the main problems to be solved in this paper, as well as the research object, research tools, research variables and statistical methods of results. Chapter 4 is the explanation of the results, which uses SPSS17.0 to analyze the statistical results from four aspects: the use of listening comprehension strategies of Russian students at intermediate level, the correlation analysis of learning strategies and results. The differences in the use of learning strategies and the difficulties encountered in listening. Chapter 5 is a discussion. Each item of metacognitive strategy, cognitive strategy and social affective strategy is discussed and analyzed separately. Chapter 6 puts forward some suggestions and suggestions on the teaching of listening to Chinese as a foreign language according to the results of the study, summarizes the shortcomings of this study, and puts forward some prospects for the related studies in the future.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馬燕華;初級(jí)漢語(yǔ)水平日本留學(xué)生的漢語(yǔ)聽(tīng)力障礙[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1995年06期

2 J.M.O’Malley;A.U.Chamot;L.Kupper;潘裕高;;二語(yǔ)習(xí)得中的聽(tīng)力策略[J];國(guó)外外語(yǔ)教學(xué);1992年02期

3 秦曉晴;;第二語(yǔ)言學(xué)習(xí)策略研究的理論和實(shí)踐意義[J];國(guó)外外語(yǔ)教學(xué);1996年04期

4 Larry Vandergrift;方申萍;;第二語(yǔ)言聽(tīng)力理解中的學(xué)習(xí)策略培訓(xùn)[J];國(guó)外外語(yǔ)教學(xué);2000年04期

5 吳勇毅;陳鈺;;善聽(tīng)者與不善聽(tīng)者聽(tīng)力學(xué)習(xí)策略對(duì)比研究[J];漢語(yǔ)學(xué)習(xí);2006年02期

6 文秋芳，王海嘯;大學(xué)生英語(yǔ)學(xué)習(xí)觀念與策略的分析[J];解放軍外語(yǔ)學(xué)院學(xué)報(bào);1996年04期

7 徐子亮;中外學(xué)生二語(yǔ)學(xué)習(xí)策略的相異性研究[J];暨南大學(xué)華文學(xué)院學(xué)報(bào);2003年03期

8 楊雪梅;聽(tīng)力理解認(rèn)知策略分析及教學(xué)對(duì)策[J];暨南大學(xué)華文學(xué)院學(xué)報(bào);2003年04期

9 楊惠元;;中國(guó)對(duì)外漢語(yǔ)聽(tīng)力教學(xué)的發(fā)展[J];世界漢語(yǔ)教學(xué);1992年04期

10 呂必松;;對(duì)外漢語(yǔ)教學(xué)概論(講義)(續(xù)十三)[J];世界漢語(yǔ)教學(xué);1995年03期

相關(guān)碩士學(xué)位論文 前2條

1 張璐;中級(jí)水平日本留學(xué)生聽(tīng)力理解學(xué)習(xí)策略研究[D];華東師范大學(xué);2007年

2 狄蓉;初中級(jí)留學(xué)生漢語(yǔ)聽(tīng)力理解中的元認(rèn)知策略[D];上海外國(guó)語(yǔ)大學(xué);2007年

本文編號(hào)：2215846