本文選題：漢語交際意愿 + 情感變量��； 參考：《南京大學》2013年博士論文

【摘要】：本文是關(guān)于滬寧高校留學生漢語交際意愿的實證研究。通過調(diào)查留學生漢語交際意愿的現(xiàn)狀、特點及影響因素,我們提出心理、情境及特質(zhì)三大要素直接或間接影響二語課堂內(nèi)外交際意愿的假設。依據(jù)此假設,本研究具體探討以下三個問題：一,留學生課堂內(nèi)外漢語交際意愿的現(xiàn)狀和特點；二,背景變量對留學生課內(nèi)外漢語交際意愿的影響；三,留學生能夠感知到的影響課內(nèi)外漢語交際意愿的主要因素。 為了驗證上述假設及回答以上研究的問題,我們采用了定性和定量相結(jié)合的方法。來自滬寧七所高校的210名留學生參加了定量研究。本研究設計的課內(nèi)外漢語交際意愿調(diào)查表包括五個部分：(1)背景問卷,(2)課外漢語交際意愿量表,(3)課內(nèi)漢語交際意愿量表,(4)語言學習取向調(diào)查表,(5)社會支持調(diào)查表。定性研究使用了開放式及封閉式問題、半結(jié)構(gòu)訪談提綱及聚焦寫作。 本研究主要發(fā)現(xiàn)總結(jié)如下： 首先,210份問卷調(diào)查反映出滬寧留學生課內(nèi)外漢語交際意愿的現(xiàn)狀為：兩地高校留學生的漢語交際意愿值比較高,介于“可能愿意”和“肯定愿意"之間；上海高校留學生的漢語交際意愿略高于南京；課外漢語交際意愿高于課內(nèi),但差異微小。漢語口語水平、焦慮或害怕這兩項因素是影響留學生課內(nèi)外漢語交際意愿最重要的因素。 其次,問卷反映出來的留學生較高的漢語交際意愿和我們在現(xiàn)實中觀察到的現(xiàn)象有很大出入�，F(xiàn)實中留學生使用漢語主動與他人進行交際活動并不總是經(jīng)常發(fā)生,大部分留學生不具備主動與他人交際的意愿。這種客觀與主觀的矛盾恰恰反映出交際意愿是一種心理上的虛擬的意愿,而非現(xiàn)實的交際活動,要想將這種虛擬的意愿轉(zhuǎn)變?yōu)閷嶋H的交際活動,要靠人為的干預,這種干預就是要在對外漢語課堂上采取任務型教學法。 第三,定量和定性研究結(jié)果表明,心理、情境及特質(zhì)因素對留學生課堂內(nèi)外漢語交際意愿產(chǎn)生直接或間接影響。通過回歸分析,我們考察了客觀背景變量、主觀情感變量和情境變量與漢語交際意愿的內(nèi)部關(guān)系,研究證實： 1.客觀背景變量是影響留學生漢語交際意愿的外在因素。性別、國籍、專業(yè)、學歷對留學生的漢語交際意愿無顯著影響；年級對留學生的漢語交際意愿具有顯著影響,并呈現(xiàn)負相關(guān),高年級組的留學生內(nèi)部漢語交際意愿的差異性較大,我們認為,這一現(xiàn)象與中高級水平的學習者處于學習的“高原期”有關(guān)。 2.情感變量是影響留學生漢語交際意愿的內(nèi)在因素。通過考察動機、交際能力的自我評價、焦慮、語言態(tài)度和漢語口語水平的自我評價五項情感變量與留學生漢語交際意愿之間的相關(guān)性,我們發(fā)現(xiàn)：五項情感變量均與留學生的漢語交際意愿顯著相關(guān),其中動機、語言態(tài)度和漢語水平的自我評價均與課內(nèi)外漢語交際意愿存在正相關(guān)的關(guān)系,這三項變量在一定程度上對交際意愿具有正預測力。影響課內(nèi)和課外的情感因素對交際意愿的影響力基本一致。因此,幫助學習者建立正確的情感傾向是提高漢語交際意愿的關(guān)鍵所在。 3.交際意愿還受抑制心理、對語言學習的看法和過度監(jiān)控等因素的影響。滬寧高校留學生的認知方式呈現(xiàn)出明顯的被動性與過度監(jiān)控性,導致他們用漢語進行主動交流的意識與能力較差。 第四、我們評估了語言學習取向和社會支持對留學生漢語交際意愿的影響,研究表明： 1.在工作、學習成績、知識、旅行和友誼取向中,工作取向和學習成績?nèi)∠蚴桥c留學生的漢語交際意愿聯(lián)系最緊密的兩個取向,并與交際意愿呈現(xiàn)正相關(guān)。 2.在交際意愿與社會支持的分析中,父母、兄弟姐妹和老師的支持與留學生的漢語交際意愿呈現(xiàn)正相關(guān),并對交際意愿有正面的預示作用。換言之,家人和老師的支持是提升留學生漢語交際意愿的強大動力。研究啟示為,要將留學生高度的、潛在的交際意愿轉(zhuǎn)化為更多的練習漢語的機會,以簡化漢語學習的程序,就要爭取盡量多的社會支持。 在定性和定量研究的基礎(chǔ)上,本文提出對留學生交際意愿的培養(yǎng)是對外漢語教學的首要目標；根據(jù)留學生普遍存在以任務為導向的的學習特點,我們提出,要將留學生較高的、潛在的漢語交際意愿轉(zhuǎn)化為現(xiàn)實中的交際活動,只有開啟任務型教學,才能做到真正以學習者為中心。
[Abstract]:This paper is an empirical study on the willingness of Chinese students to study Chinese communicative intention in Shanghai - Nanjing University . By investigating the present situation , characteristics and influencing factors of Chinese communicative intention in Chinese students , we propose three factors which directly or indirectly influence the communicative intention in the second language classroom . According to the hypothesis , the present study explores the following three problems : 1 . The present situation and characteristics of Chinese communicative intention both inside and outside the classroom ;
Secondly , the influence of background variables on the willingness of students to communicate inside and outside the students ;
Thirdly , students can perceive the main factors that affect the willingness of Chinese communication both inside and outside the class .

In order to verify the above hypothesis and answer the above research questions , we adopted qualitative and quantitative methods . The questionnaire of Chinese communicative intention from Shanghai - Nanjing seven universities participated in quantitative research . The questionnaire of Chinese communicative intention both inside and outside the course of this study was composed of five parts : ( 1 ) background questionnaire , ( 2 ) extra - curricular Chinese communicative intention scale , ( 3 ) class Chinese communicative intention scale , ( 4 ) language learning orientation questionnaire and ( 5 ) social support questionnaire . Qualitative research uses open and closed questions , semi - structured interview outline and focus writing .

The main findings of this study are as follows :

First , 210 questionnaires reflect the current situation of Chinese communicative intention both inside and outside of Shanghai - Nanjing students . The Chinese communicative intention is higher than that in Nanjing ; the Chinese communicative intention is higher in Shanghai higher than that in Nanjing ; Chinese oral English level , anxiety or fear are the most important factors that affect the willingness of Chinese students to communicate inside and outside the class . Second , the questionnaire reflects the higher Chinese communicative willingness and the phenomenon that we observed in the reality . In reality , the students ' willingness to communicate with others is not always frequent , and most of the students do not have the willingness to communicate with others . The third , quantitative and qualitative results show that psychological , situational and personality factors have a direct or indirect effect on the willingness of students to communicate in and outside the classroom . Through regression analysis , we examine the internal relations between objective background variables , subjective emotion variables and context variables and Chinese communicative will . 1 . Objective background variables are the external factors that influence students ' willingness to communicate in Chinese . Gender , nationality , profession and education have no significant influence on the Chinese communicative intention of the students .

2 . The affective variables are the internal factors that affect the willingness of students to communicate with Chinese . We find that the five affective variables are related to the willingness of students to communicate with Chinese .

3 . The willingness of communication is also influenced by the factors such as the inhibition of psychology , the perception of language learning and the over - monitoring . The cognitive style of the students in Shanghai - Nanjing university has obvious passive and excessive monitoring , which leads to the poor awareness and ability of active communication in Chinese .

Fourthly , we have assessed the influence of language learning orientation and social support on the willingness of students to communicate with Chinese students . The research shows that :

1 . In the orientation of work , academic achievement , knowledge , travel and friendship , the orientation of work orientation and the orientation of learning achievement are the most closely related orientations of the students ' willingness to communicate with Chinese , and are positively correlated with the willingness of communicative intention .

2 . In the analysis of communicative intention and social support , the support of parents , brothers and sisters and teachers is positively correlated with the Chinese communicative intention of the students , and the support of the family and the teacher is a powerful impetus to improve the communicative will of the students .

On the basis of qualitative and quantitative research , this paper puts forward that the cultivation of students ' communicative will is the primary goal of teaching Chinese as a foreign language ;
According to the learning characteristics of the students who are guided by the task , we propose that the potential Chinese communicative will be transformed into communicative activities in reality , and only the task - oriented teaching can be turned on , so that the learner - centered learning can be realized .
【學位授予單位】：南京大學
【學位級別】：博士
【學位授予年份】：2013
【分類號】：H195

【參考文獻】

相關(guān)期刊論文 前3條

1 石林平;張東紅;;大學生跨文化交際意愿的現(xiàn)狀分析——以蘭州城市學院為例[J];河西學院學報;2010年01期

2 江新;;第二語言學習的語言能力傾向[J];世界漢語教學;1999年04期

3 吳勇毅;;意大利學生漢語口語學習策略使用的個案研究[J];世界漢語教學;2008年04期

，

本文編號：1954376