智利初級水平漢語學習者口語學習策略研究
發(fā)布時間：2018-11-09 08:14
【摘要】：漢語學習策略,作為國內(nèi)外第二語言習得研究中的一個重要組成部分,迄今為止已經(jīng)取得了不少研究成果,但是針對母語為西班牙語的漢語學習者學習策略的研究還不多見,尤其是針對母語為西班牙語的某一國別的漢語口語學習策略研究則幾乎沒有。因此,本文對智利天主教大學孔子學院以及孔子學堂的初級水平漢語學習者進行調(diào)查研究,旨在了解智利初級水平漢語學習者的口語學習策略使用情況,漢語口語學習策略的使用與個體因素的關(guān)系以及口語學習策略的使用與口語成績之間的關(guān)系。 本研究采用Oxford的學習策略分類框架,主要采用問卷調(diào)查的方式,輔之以訪談的形式,對四十五名智利初級水平漢語學習者進行口語研究。本文主要使用描述性統(tǒng)計、T檢驗、方差分析和Pearson相關(guān)分析等統(tǒng)計方法對問卷數(shù)據(jù)進行分析。研究發(fā)現(xiàn)智利初級水平漢語學習者在學習漢語口語時：(1)最常用的策略是社交策略、元認知策略和認知策略,其次是記憶策略和情感策略,最不常用的是補償策略,學生的總體策略使用率中等。(2)年齡、學習動機、學習時間對漢語口語學習策略的使用存在顯著影響。其中隨著年齡的增長,學習者使用元認知策略、認知策略和記憶策略的頻率也在增長;學習時間為一年組、強動機組在各類策略的使用頻率上都高于學習時間為5-6個月組、弱動機組。然而性別對口語學習策略的使用則沒有顯著影響,男性和女性使用的策略總體上基本一致。(3)智利初級水平漢語學習者使用的補償策略與口語成績呈顯著正相關(guān),而且高分組比低分組學習者更經(jīng)常使用補償策略。根據(jù)研究結(jié)果顯示,我們得到11項智利初級水平漢語學習者學習漢語口語的有效策略。 論文共分五章。第一章闡述了研究背景和研究意義。第二章綜述了國內(nèi)外第二語言學習策略研究的現(xiàn)狀,探討了影響第二語言學習策略的個體因素和第二語言學習策略的有效性問題,并且對第二語言口語學習策略的研究進行了梳理。第三章介紹了本研究的研究設(shè)計,包括研究問題、研究對象、研究方法、數(shù)據(jù)的收集和分析等；第四章統(tǒng)計分析了研究結(jié)果并對結(jié)果進行了討論；第五章對全文進行了總結(jié),并闡述了研究結(jié)果對智利漢語口語教學的啟示,指出了本研究的不足以及對未來漢語口語學習策略研究的建議。
[Abstract]:As an important part of the study of second language acquisition at home and abroad, Chinese learning strategies have made a lot of achievements so far. However, there are few studies on learning strategies of Chinese learners whose mother tongue is Spanish. In particular, there is little research on spoken Chinese learning strategies in a country whose mother tongue is Spanish. Therefore, in order to understand the use of oral learning strategies of primary Chinese learners in Chile, this paper investigates the Confucius Institute of Catholic University in Chile and the junior Chinese learners in the Confucius Institute. The relationship between the use of oral Chinese learning strategies and individual factors and the relationship between the use of oral learning strategies and oral English achievement. The present study adopts Oxford's classification framework of learning strategies, mainly by questionnaire, supplemented by interviews, to study the oral English of 45 primary Chinese learners in Chile. In this paper, descriptive statistics, T test, ANOVA and Pearson correlation analysis are used to analyze the questionnaire data. The results show that: (1) the most commonly used strategies are social strategies, metacognitive strategies and cognitive strategies, followed by memory strategies and affective strategies, and the least commonly used strategies are compensation strategies. (2) Age, learning motivation and learning time have significant effects on the use of spoken Chinese learning strategies. Among them, the frequency of using metacognitive strategies, cognitive strategies and memory strategies increases with the increase of age. The learning time was one year group, the use frequency of all kinds of strategies in the strong motivation group was higher than that in the 5-6 month group and the weak motivation group. However, gender has no significant influence on the use of oral English learning strategies, and the strategies used by men and women are basically the same. (3) the compensatory strategies used by Chinese learners at the primary level in Chile are positively correlated with their oral achievement. Moreover, high-score learners use compensatory strategies more often than low-group learners. According to the results of the study, we have obtained 11 effective strategies for Chinese learners at the primary level in Chile. The thesis is divided into five chapters. The first chapter describes the research background and significance. Chapter two summarizes the current situation of second language learning strategies at home and abroad, and discusses the individual factors that affect second language learning strategies and the effectiveness of second language learning strategies. And the second language spoken language learning strategy research is combed. The third chapter introduces the research design of this research, including the research problems, research objects, research methods, data collection and analysis, etc. The fifth chapter summarizes the full text, and expounds the implications of the results for the teaching of spoken Chinese in Chile, and points out the shortcomings of this study and the suggestions for the future study of oral Chinese learning strategies.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
本文編號：2319849
[Abstract]:As an important part of the study of second language acquisition at home and abroad, Chinese learning strategies have made a lot of achievements so far. However, there are few studies on learning strategies of Chinese learners whose mother tongue is Spanish. In particular, there is little research on spoken Chinese learning strategies in a country whose mother tongue is Spanish. Therefore, in order to understand the use of oral learning strategies of primary Chinese learners in Chile, this paper investigates the Confucius Institute of Catholic University in Chile and the junior Chinese learners in the Confucius Institute. The relationship between the use of oral Chinese learning strategies and individual factors and the relationship between the use of oral learning strategies and oral English achievement. The present study adopts Oxford's classification framework of learning strategies, mainly by questionnaire, supplemented by interviews, to study the oral English of 45 primary Chinese learners in Chile. In this paper, descriptive statistics, T test, ANOVA and Pearson correlation analysis are used to analyze the questionnaire data. The results show that: (1) the most commonly used strategies are social strategies, metacognitive strategies and cognitive strategies, followed by memory strategies and affective strategies, and the least commonly used strategies are compensation strategies. (2) Age, learning motivation and learning time have significant effects on the use of spoken Chinese learning strategies. Among them, the frequency of using metacognitive strategies, cognitive strategies and memory strategies increases with the increase of age. The learning time was one year group, the use frequency of all kinds of strategies in the strong motivation group was higher than that in the 5-6 month group and the weak motivation group. However, gender has no significant influence on the use of oral English learning strategies, and the strategies used by men and women are basically the same. (3) the compensatory strategies used by Chinese learners at the primary level in Chile are positively correlated with their oral achievement. Moreover, high-score learners use compensatory strategies more often than low-group learners. According to the results of the study, we have obtained 11 effective strategies for Chinese learners at the primary level in Chile. The thesis is divided into five chapters. The first chapter describes the research background and significance. Chapter two summarizes the current situation of second language learning strategies at home and abroad, and discusses the individual factors that affect second language learning strategies and the effectiveness of second language learning strategies. And the second language spoken language learning strategy research is combed. The third chapter introduces the research design of this research, including the research problems, research objects, research methods, data collection and analysis, etc. The fifth chapter summarizes the full text, and expounds the implications of the results for the teaching of spoken Chinese in Chile, and points out the shortcomings of this study and the suggestions for the future study of oral Chinese learning strategies.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
【參考文獻】
中國期刊全文數(shù)據(jù)庫 前10條
1 羅青松;外國人漢語學習過程中的回避策略分析[J];北京大學學報(哲學社會科學版);1999年06期
2 文秋芳,王立非;中國英語學習策略實證研究20年[J];外國語言文學;2004年01期
3 呂峽;林可;;越南留學生漢語學習策略與HSK成績的關(guān)系[J];高教論壇;2007年03期
4 吳平;從學習策略到對外漢語寫作教學[J];漢語學習;1999年03期
5 李麗娜;關(guān)于留學生漢語學習策略的調(diào)查報告[J];漢語學習;2004年03期
6 錢玉蓮;;第二語言學習策略的分類及相關(guān)問題[J];漢語學習;2005年06期
7 吳勇毅;陳鈺;;善聽者與不善聽者聽力學習策略對比研究[J];漢語學習;2006年02期
8 文秋芳，，王海嘯;大學生英語學習觀念與策略的分析[J];解放軍外語學院學報;1996年04期
9 劉清平;初級階段口語教學中的糾錯策略[J];暨南大學華文學院學報;2001年03期
10 劉頒浩;漢語學習者閱讀中的理解監(jiān)控行為考察[J];暨南大學華文學院學報;2002年03期
中國碩士學位論文全文數(shù)據(jù)庫 前5條
1 魯洲;美國大學生（CIEE項目）漢語口語學習策略的研究[D];華東師范大學;2005年
2 謝冰;英語專業(yè)學生語音學習策略研究[D];安徽師范大學;2006年
3 李姜;初級水平留學生漢語口語學習策略的研究[D];北京語言大學;2007年
4 那劍;韓國學生和歐美學生漢語口語學習策略對比研究[D];重慶大學;2007年
5 劉湘憶;留學生語音學習策略研究[D];華東師范大學;2009年
本文編號：2319849
本文鏈接：http://sikaile.net/wenyilunwen/hanyulw/2319849.html
最近更新
教材專著
