本文選題：日本留學(xué)生 + 漢語焦慮�。� 參考：《上海交通大學(xué)》2013年碩士論文

【摘要】：本文概述了國內(nèi)外有關(guān)外語焦慮的研究情況，闡述了本研究的基礎(chǔ)理論。在此基礎(chǔ)上，本文以上海交通大學(xué)、復(fù)旦大學(xué)、華東師范大學(xué)以及上海外國語大學(xué)的44名日本留學(xué)生為研究對象，采用實(shí)證研究的方式對其進(jìn)行了問卷調(diào)查以及統(tǒng)計(jì)分析，了解了日本留學(xué)生漢語學(xué)習(xí)焦慮的原因，并發(fā)現(xiàn)了其漢語習(xí)得的成效與焦慮的相關(guān)性。 研究發(fā)現(xiàn)：第一，日本留學(xué)生中，漢語課堂焦慮感普遍存在而且較高。接近于三分之一的日本留學(xué)生在漢語學(xué)習(xí)時有較強(qiáng)的焦慮感，而另有接近一半的日本留學(xué)生有中等焦慮感。第二，日本留學(xué)生漢語焦慮程度受年齡和期望值的影響不大，在一定程度上受性別和主觀漢語水平的影響，但二者沒有顯著的相關(guān)性。第三，造成日本留學(xué)生漢語焦慮的原因很多，如課堂教學(xué)、漢語教學(xué)內(nèi)容、師生互動、漢語測試、競爭以及學(xué)習(xí)者個人因素等，，其中由于漢語本身的獨(dú)特性而產(chǎn)生的學(xué)習(xí)困難最容易引起日本留學(xué)生的焦慮情緒。對于不同焦慮組來說，容易引起焦慮的原因各不相同。第四，日本留學(xué)生漢語焦慮程度與標(biāo)準(zhǔn)HSK總成績以及聽力和口語成績呈顯著負(fù)相關(guān)，與閱讀和寫作沒有表現(xiàn)出相關(guān)性。對于不同焦慮組，焦慮程度與成績的相關(guān)性各不相同。 針對上述分析，本文對對外漢語教師在具體的教學(xué)環(huán)節(jié)上提出了一些參考意見和建議。
[Abstract]:This paper summarizes the research situation of foreign language anxiety at home and abroad, and expounds the basic theory of this study. On this basis, 44 Japanese students from Shanghai Jiaotong University, Fudan University, East China normal University and Shanghai Foreign Studies University are selected as the research objects. This paper explores the causes of anxiety in Chinese learning among Japanese students, and finds out the correlation between the effect of Chinese acquisition and anxiety. The findings are as follows: first, Chinese classroom anxiety is common and high among Japanese students. Close to 1/3 Japanese students have strong anxiety in learning Chinese, while nearly half of Japanese students have moderate anxiety. Second, the degree of Chinese anxiety of Japanese students is not affected by age and expectation, but to some extent by gender and subjective Chinese level, but there is no significant correlation between them. Third, there are many reasons for Japanese students' anxiety in Chinese, such as classroom teaching, Chinese teaching content, teacher-student interaction, Chinese testing, competition and learners' personal factors. Among them, the learning difficulties caused by the uniqueness of Chinese itself are the most likely to cause anxiety among Japanese students. For different anxiety groups, the causes of anxiety are different. Fourth, the Chinese anxiety of Japanese students is negatively correlated with the total scores of HSK, listening and oral English, but not with reading and writing. For different anxiety groups, the correlation between anxiety and achievement was different. In view of the above analysis, this paper puts forward some suggestions and suggestions for TCFL teachers in specific teaching links.
【學(xué)位授予單位】：上海交通大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

【參考文獻(xiàn)】

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本文編號：1776673