泰國(guó)學(xué)生漢語口語學(xué)習(xí)策略的研究
發(fā)布時(shí)間：2018-11-09 09:38
【摘要】：隨著全球“漢語熱”的不斷升溫,學(xué)習(xí)漢語的外國(guó)人越來越多,對(duì)漢語作為第二語言學(xué)習(xí)的研究就顯得尤為重要。但是到目前為止,國(guó)內(nèi)外關(guān)于第二語言學(xué)習(xí)策略的研究大多集中于對(duì)英語作為第二語言的研究上,對(duì)于漢語作為第二語言的研究相對(duì)較少,并且具體到微觀的學(xué)習(xí)策略方面,對(duì)漢語口語的學(xué)習(xí)策略研究更是少之又少。筆者在泰國(guó)進(jìn)行漢語教學(xué)兩年,得以便利地收集到直接資料,進(jìn)而嘗試對(duì)泰國(guó)學(xué)生學(xué)習(xí)漢語口語時(shí)所采用的學(xué)習(xí)策略進(jìn)行考查研究.。本文簡(jiǎn)要介紹了泰國(guó)漢語口語教學(xué)現(xiàn)狀,并指出學(xué)生學(xué)習(xí)漢語口語時(shí)存在的問題,發(fā)現(xiàn)他們經(jīng)常使用的學(xué)習(xí)策略和需要改善的地方,以幫助他們更好地學(xué)習(xí)漢語口語。目前,筆者仍未見專門針對(duì)泰國(guó)學(xué)生漢語口語學(xué)習(xí)策略的研究,希望借此研究能夠改善他們的漢語口語學(xué)習(xí)方法,提高學(xué)習(xí)效率,進(jìn)而提高他們的漢語口語水平。 本文介紹了學(xué)習(xí)策略的幾種定義和分類方法及其影響因素,并介紹了第二語言口語學(xué)習(xí)策略及測(cè)量方法,其中重點(diǎn)說明了本文要采用的調(diào)查問卷法和訪談法。在調(diào)查問卷法的介紹中,筆者詳細(xì)介紹了Oxford設(shè)計(jì)的學(xué)習(xí)策略量表。該量表涉及聽說讀寫四種技能領(lǐng)域,筆者從中找到適合漢語口語的語言學(xué)習(xí)策略,再進(jìn)一步研究漢語口語特殊的學(xué)習(xí)策略。 本研究采用問卷調(diào)查的方法,考察泰國(guó)學(xué)生漢語口語學(xué)習(xí)策略的應(yīng)用情況和被試者的一些基本信息,并借用期末考試口語成績(jī)來代表口語的習(xí)得效果。然后筆者使用SPSS軟件對(duì)調(diào)查所得到的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,探討泰國(guó)學(xué)生學(xué)習(xí)漢語口語時(shí)學(xué)習(xí)策略的使用情況及其與習(xí)得效果之間的關(guān)系。 目前國(guó)內(nèi)有不少研究漢語作為第二語言學(xué)習(xí)策略的論文,但研究口語學(xué)習(xí)策略的論文僅有少數(shù)的幾篇。本論文研究針對(duì)泰國(guó)學(xué)生的漢語口語學(xué)習(xí)策略,有利于改善他們的學(xué)習(xí)方法,提高學(xué)習(xí)效率,這將是本文的一個(gè)創(chuàng)新。 研究表明,泰國(guó)學(xué)生學(xué)習(xí)漢語口語時(shí),最常用的學(xué)習(xí)策略是補(bǔ)償策略,其次是認(rèn)知策略,再次是社交策略和記憶策略,最不常用的是情感策略和元認(rèn)知策略。年級(jí)在學(xué)習(xí)策略的總體使用上沒有顯著差異。性別在學(xué)習(xí)策略的總體使用和六類具體學(xué)習(xí)策略使用上都沒有顯著差異。泰國(guó)學(xué)生學(xué)習(xí)漢語口語時(shí),高分學(xué)習(xí)者比低分學(xué)習(xí)者更經(jīng)常使用補(bǔ)償策略。他們使用的情感策略和習(xí)得效果呈顯著負(fù)相關(guān),而總體和其他策略與習(xí)得效果無關(guān)。 最后,筆者根據(jù)對(duì)研究結(jié)果的分析,對(duì)泰國(guó)學(xué)生學(xué)習(xí)漢語口語給出了建議。
[Abstract]:With the increasing popularity of Chinese in the world, more and more foreigners are learning Chinese, so it is very important to study Chinese as a second language. However, up to now, most of the researches on L2 learning strategies have focused on English as a second language, while the researches on Chinese as a second language have been relatively few and specific to the microcosmic learning strategies. The study of spoken Chinese learning strategies is even less. The author has been teaching Chinese in Thailand for two years, and has been able to collect direct data conveniently, and then try to study the learning strategies used by Thai students in learning Chinese spoken language. This paper briefly introduces the present situation of oral Chinese teaching in Thailand, and points out the problems existing in students' learning of spoken Chinese, and finds out the learning strategies they often use and the areas that need to be improved in order to help them learn oral Chinese better. At present, the author has not found a study on Chinese oral learning strategies for Thai students, hoping that this study can improve their oral Chinese learning methods, improve their learning efficiency, and then improve their oral Chinese proficiency. This paper introduces several definitions and classification methods of learning strategies and their influencing factors, and introduces the strategies and measurement methods of spoken language learning for second language, with emphasis on the questionnaire and interview methods to be adopted in this paper. In the introduction of questionnaire, the author introduces the learning strategy scale designed by Oxford in detail. The scale covers four fields of listening, speaking and reading and writing skills, from which the author finds language learning strategies suitable for spoken Chinese, and further studies the special learning strategies of spoken Chinese. A questionnaire survey was conducted to investigate the application of spoken Chinese learning strategies and some basic information of the subjects in Thailand, and to use the oral scores of the final examination to represent the acquisition effect of oral English. Then the author makes a statistical analysis of the data obtained by using SPSS software to explore the use of learning strategies and the relationship between the learning strategies and the acquisition effects of Thai students in oral Chinese learning. At present, there are many papers on Chinese as a second language learning strategy, but only a few on spoken language learning strategies. In this paper, the study of spoken Chinese learning strategies for Thai students will help to improve their learning methods and improve their learning efficiency, which will be an innovation in this paper. The study shows that the most commonly used learning strategies are compensation strategies, cognitive strategies, social strategies and memory strategies, and affective strategies and metacognitive strategies. There is no significant difference in the overall use of learning strategies. There is no significant difference in the overall use of learning strategies and the use of six specific learning strategies. Thai students use compensatory strategies more often than low-score learners when learning oral Chinese. The affective strategies they used were negatively correlated with the acquisition effects, while the overall and other strategies were not related to the acquisition effects. Finally, based on the analysis of the results, the author gives some suggestions for Thai students to learn spoken Chinese.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：2320042
[Abstract]:With the increasing popularity of Chinese in the world, more and more foreigners are learning Chinese, so it is very important to study Chinese as a second language. However, up to now, most of the researches on L2 learning strategies have focused on English as a second language, while the researches on Chinese as a second language have been relatively few and specific to the microcosmic learning strategies. The study of spoken Chinese learning strategies is even less. The author has been teaching Chinese in Thailand for two years, and has been able to collect direct data conveniently, and then try to study the learning strategies used by Thai students in learning Chinese spoken language. This paper briefly introduces the present situation of oral Chinese teaching in Thailand, and points out the problems existing in students' learning of spoken Chinese, and finds out the learning strategies they often use and the areas that need to be improved in order to help them learn oral Chinese better. At present, the author has not found a study on Chinese oral learning strategies for Thai students, hoping that this study can improve their oral Chinese learning methods, improve their learning efficiency, and then improve their oral Chinese proficiency. This paper introduces several definitions and classification methods of learning strategies and their influencing factors, and introduces the strategies and measurement methods of spoken language learning for second language, with emphasis on the questionnaire and interview methods to be adopted in this paper. In the introduction of questionnaire, the author introduces the learning strategy scale designed by Oxford in detail. The scale covers four fields of listening, speaking and reading and writing skills, from which the author finds language learning strategies suitable for spoken Chinese, and further studies the special learning strategies of spoken Chinese. A questionnaire survey was conducted to investigate the application of spoken Chinese learning strategies and some basic information of the subjects in Thailand, and to use the oral scores of the final examination to represent the acquisition effect of oral English. Then the author makes a statistical analysis of the data obtained by using SPSS software to explore the use of learning strategies and the relationship between the learning strategies and the acquisition effects of Thai students in oral Chinese learning. At present, there are many papers on Chinese as a second language learning strategy, but only a few on spoken language learning strategies. In this paper, the study of spoken Chinese learning strategies for Thai students will help to improve their learning methods and improve their learning efficiency, which will be an innovation in this paper. The study shows that the most commonly used learning strategies are compensation strategies, cognitive strategies, social strategies and memory strategies, and affective strategies and metacognitive strategies. There is no significant difference in the overall use of learning strategies. There is no significant difference in the overall use of learning strategies and the use of six specific learning strategies. Thai students use compensatory strategies more often than low-score learners when learning oral Chinese. The affective strategies they used were negatively correlated with the acquisition effects, while the overall and other strategies were not related to the acquisition effects. Finally, based on the analysis of the results, the author gives some suggestions for Thai students to learn spoken Chinese.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
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，本文編號(hào)：2320042
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