本文選題：厄瓜多爾 + 孔子學(xué)院　； 參考：《暨南大學(xué)》2015年碩士論文

【摘要】：動機是影響第二語言學(xué)習(xí)的關(guān)鍵因素之一。漢語作為第二語言學(xué)習(xí)的動機研究始于20世紀90年代,經(jīng)過幾十年的發(fā)展取得了巨大的成就,但是針對厄瓜多爾的漢語學(xué)習(xí)動機研究目前還很少。本文運用Dornyei的三維動機理論框架模式,對厄瓜多爾孔子學(xué)院學(xué)生的漢語學(xué)習(xí)動機進行調(diào)查,研究發(fā)現(xiàn):1.語言層面。學(xué)生在“喜歡漢語這門語言”和“學(xué)習(xí)漢語時感到很快樂”兩個融合型動機上表現(xiàn)很強烈;“獲得HSK及相關(guān)證書”是學(xué)生學(xué)習(xí)漢語的重要工具型動機。2.學(xué)習(xí)者層面。學(xué)生自我成就需要表現(xiàn)強烈;多數(shù)學(xué)生在達到自己期望的水平之后還會繼續(xù)學(xué)習(xí)漢語。3.學(xué)習(xí)情境層面。學(xué)生對漢語課堂滿意度高,學(xué)習(xí)具有主見性,師生交流互動良好,但課后自主學(xué)習(xí)能力較差。4.在影響學(xué)生學(xué)習(xí)漢語的幾個因素中:“性別、上課類型、外語背景”皆不對該孔院學(xué)生的學(xué)習(xí)動機產(chǎn)生顯著性影響;但“工作與否、學(xué)歷、年齡階層、留學(xué)中國與否”在個別動機項目上影響顯著。根據(jù)本次調(diào)查研究和在厄瓜多爾的教學(xué)實踐,筆者提出了激發(fā)該國孔院學(xué)生漢語學(xué)習(xí)動機和促進當(dāng)?shù)貪h語教學(xué)的策略。
[Abstract]:Motivation is one of the key factors affecting second language learning. The study of motivation for learning Chinese as a second language began in the 1990s. After decades of development, great achievements have been made, but there are few researches on the motivation of learning Chinese in Ecuador. In this paper, Dornyei's three-dimensional motivation theory model is used to investigate the Chinese learning motivation of students at the Confucius Institute in Ecuador, and the results show that the Chinese learning motivation of the students at the Confucius Institute in Ecuador is 1: 1. Language level. Students are strongly involved in "like Chinese as a language" and "feel very happy in learning Chinese", and "getting HSK and related certificates" is an important instrumental motivation for students to learn Chinese. Learner level. Students need to show strong self-achievement; most students will continue to learn Chinese. 3. Learning context. The students have high satisfaction with Chinese class, their learning is subjective, teachers and students have good communication and interaction, but the ability of autonomous learning after class is poor. 4. Among the several factors that affect students' learning Chinese, "gender, class type, foreign language background" have no significant influence on the students' learning motivation, but "work or not, academic background, age class," Whether or not to study in China has a significant impact on individual motivational projects. According to this investigation and the teaching practice in Ecuador, the author puts forward some strategies to stimulate the students' motivation of learning Chinese and to promote the teaching of local Chinese.
【學(xué)位授予單位】：暨南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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