本文關鍵詞： 非目的語環(huán)境 韓國漢語學習者 學習策略 孔子學院　出處：《山東師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：本文運用問卷調(diào)查的方法，對韓國又石大學孔子學院的漢語學習者進行了漢語學習策略方面的研究。參加調(diào)查的學生包括孔子學院的學員和又石大學的學生。本文分析了韓國漢語學習者在非目的語環(huán)境下使用漢語學習策略的情況，以及學習者的性別、年齡、學習漢語的時間和漢語水平對漢語學習策略使用的影響。筆者還根據(jù)研究得出的結(jié)論，與中級會話和新HSK6級課程聯(lián)系，改進筆者在又石大學孔子學院的教學方法，指導學生選擇使用有效、合理的漢語學習策略。筆者認為本次研究對韓國學生選擇學習策略、以及在韓國孔子學院授課的漢語教師改進教學方案等方面均可以提供一些啟發(fā)和幫助。 本文共分為五章內(nèi)容。第一章筆者從漢語在全世界的影響、來華留學生情況以及漢語在韓國的發(fā)展情況三方面入手，說明了本文以在非目的語環(huán)境學習漢語的韓國學習者為對象，研究他們使用漢語學習策略的緣由和意義。第二章筆者分別概述了學習策略、第二語言學習策略以及漢語作為第二語言學習策略的研究情況。首先，本文歸納了學習策略的四種定義，進而說明了關于學習策略定義的分歧；說明了關于學習策略的不同分類，以及學習策略的影響因素和訓練等方面的問題。其次，筆者按照時間，概述了第二語言學習策略的研究進程。再次，筆者對國內(nèi)關于漢語作為第二語言的學習策略研究進行了概述。第三章筆者說明了本次研究的具體方法，，包括調(diào)查對象、研究工具以及數(shù)據(jù)處理方法。第四章筆者運用SPSS19.0對調(diào)查數(shù)據(jù)進行了分析，然后對分析得到的結(jié)果進行描述、討論。第五章為結(jié)語，筆者總結(jié)了此次研究的結(jié)論，并根據(jù)結(jié)論與教學實踐相結(jié)合得出改進教學方法的建議，同時指出本次實驗的不足與進一步的構(gòu)想。 本次研究的對象是韓國又石大學孔子學院的學員，他們主要包括又石大學以及全州其他各個高校的在校大學生、全州市各個中小學的教師和校長，以及部分政府公務員和公司職員。他們學習漢語動機各不相同，有的是為了學業(yè)、有的是為了工作、有的則是因為興趣。本次研究得出的結(jié)論為在非目的語環(huán)境下學習漢語的學習者經(jīng)常使用元認知策略、社交策略和認知策略，最不經(jīng)常使用的則是記憶策略。性別對漢語學習策略的使用影響不顯著。在韓國，不同年齡的漢語學習者在記憶策略的使用上各不相同。同時，學習漢語的時間對直接策略、間接策略的使用均有影響，具體來看，學習時間對認知策略、補償策略以及社交策略的使用均有影響。在漢語水平方面，它與間接策略有相關性，具體來看，漢語水平影響認知策略、補償策略以及社交策略的使用。 筆者根據(jù)研究得出的結(jié)論，將其運用到教學實踐中，在中級會話和新HSK6級這兩門課上，通過改進教學方法，引導學生合理使用學習策略，例如在課前請學生自己找出課文的重點難點、教師在講課時提高詞語的復現(xiàn)率、處理完課文后教師與學生運用當堂課學過的詞語進行會話練習、教師直接向?qū)W生傳授解題技巧并運用這些技巧回答問題等。 本次研究所得到的原始數(shù)據(jù)并不理想，統(tǒng)計得出各個策略之間沒有相關性，這說明在利用問卷進行調(diào)查時，搜集到的數(shù)據(jù)出現(xiàn)信息偏倚。在又石大學，回收的有效調(diào)查問卷比較少。此外，筆者沒有接受過系統(tǒng)的統(tǒng)計學訓練，因此使用的統(tǒng)計方法并不多。在進一步的研究中，筆者希望對在華韓國留學生和韓國漢語學習者進行對比研究，分析在非目的語環(huán)境和目的語環(huán)境下，不同的漢語學習者使用學習策略的情況。
[Abstract]:This paper uses the method of questionnaire survey, the Confucius Institute at Woosuk University of Chinese learners of Chinese learning strategies. The students including Confucius college and Woosuk university students. This paper analyzes the Korean Chinese learners use language learning strategies in the non target language environment, and learners the gender, age, the time of learning Chinese and Chinese influence on the Chinese learning strategies used by the author. According to the conclusion of the study, contact with the intermediate session and new HSK6 curriculum, teaching methods and the improvement in the stone Confucius School of University, to guide students to choose the effective use of language learning strategies, I think reasonable. The study of learning strategies for Korean students, and taught at the Confucius School of Korean Chinese teachers to improve their teaching plan can provide some. Hair and help.
This paper is divided into five chapters. The first chapter from the Chinese influence in the world, foreign students and Chinese with the development situation of South Korea's three, that in the Korean learners of non target language environment to learn Chinese as the object of research, they use Chinese language to learn the reason and meaning of strategy. The second chapter the author summarizes the second language learning strategies, learning strategies and learning Chinese as a second language study strategy. Firstly, this paper summarizes four kinds of definitions of learning strategies, and then illustrates the definitions of learningstrategies differences; the different classification of learning strategies, and the factors affecting learning strategies and training etc. Secondly, according to the time, summarizes the research process of second language learning strategies. Thirdly, the author of the Chinese as the second language learning The strategy was summarized in this paper. In the third chapter, the author describes the specific methods of this research, including the research objects, research tools and data processing methods. In the fourth chapter, the author used SPSS19.0 to analyze the survey data, then the analysis results are described, discussed. The fifth chapter is the conclusion, the author summarizes the research conclusion then, combining the obtained suggestions to improve the teaching methods and teaching practice according to the conclusion, also pointed out the deficiencies of this experiment and further ideas.
The object of this thesis is the Confucius Institute at Woosuk university students, they include students at Woosuk University and other colleges and universities of the state, teachers and principals of all primary and secondary schools statewide, as well as some government officials and employees. Their motivation of learning Chinese is different, some for the school, some for a job. Some of it is because of interest. Metacognitive strategies use the conclusions of the study for learning Chinese learners in non target language environment, social strategies and cognitive strategies, the most frequently used is the memory strategy for learning Chinese. The gender effects of strategy use is not significant. In South Korea, the Chinese in different age learners in the use of memory strategies on different. At the same time, the time of learning Chinese to direct strategy, use indirect strategies were studied, specifically, the learning time of Cognitive strategies, compensation strategies and the use of social strategies are all affected. In Chinese level, it is related to indirect strategies. Specifically, Chinese level affects cognitive strategies, compensation strategies and social strategies.
According to the research conclusion, applying it to the teaching practice, in the intermediate session and the new HSK6 class of these two courses, by improving teaching methods, guide students to rational use of learning strategies, such as key points before class please find the text, the teacher in the class to speak more words with repetition rate, processing the text after the teachers and students with the first class learned words of conversation practice, teachers to teach students problem-solving skills and use these skills to answer questions.
The original data of this study are not ideal, there is no correlation between the statistics obtained each strategy, this shows that in making use of questionnaires, the data collected information bias. In Woosuk University, the effective recovery of the questionnaire is relatively small. In addition, the author has not received any training in statistics system, so the use of statistical methods not much. In the further research, the author hopes to carry out the comparative study on Korean students and Korean Chinese learners, analysis in the non target language environment and target language environment, the use of learning strategies of Chinese learners.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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