本文選題：學(xué)習(xí)動機(jī) + 動機(jī)類型�。� 參考：《云南大學(xué)》2015年碩士論文

【摘要】：漢語學(xué)習(xí)的熱潮出現(xiàn)在了很多國家。特別是在東南亞國家,學(xué)習(xí)漢語的人數(shù)越來越多。隨著中孟建交40周年的到來,孟加拉國的漢語學(xué)習(xí)者急劇增多。而從學(xué)生的角度研究學(xué)習(xí)漢語的動機(jī),進(jìn)而提出改善教學(xué)質(zhì)量的建議,對漢語在孟加拉國的傳播起了一定的作用。 筆者根據(jù)Dornyei的動機(jī)三層次需求理論,參考了國內(nèi)相關(guān)學(xué)者的研究成果,以及一些相關(guān)理論設(shè)計的調(diào)查問卷,自行編制了測量工具,以孟加拉國達(dá)卡大學(xué)一年級和二年級學(xué)生為調(diào)查對象,使用SPSS數(shù)據(jù)分析軟件作為數(shù)據(jù)統(tǒng)計分析工具,對孟加拉國大學(xué)生的漢語學(xué)習(xí)動機(jī)進(jìn)行了實(shí)證性的調(diào)查研究。 通過比較不同維度下學(xué)生動機(jī)類別的差異,筆者得出了如下結(jié)論： 1.性別因素對動機(jī)類型和動機(jī)強(qiáng)度均不存在顯著性的影響。在孟加拉國漢語學(xué)習(xí)者中,男性和女性表現(xiàn)出了均等的動機(jī)需求。 2.不同年齡學(xué)生表現(xiàn)出的內(nèi)在興趣型和外在鼓勵型動機(jī)不同。20歲到30歲之間的人,其內(nèi)在興趣型最高；大于30歲的其次；小于20歲的人,其內(nèi)在興趣型動機(jī)最低。在教學(xué)過程中,如果班級里的學(xué)生20歲到30歲之間的居多,則可以在課堂上穿插很多中國文化的知識。20歲到30歲之間的人,其外在鼓勵動機(jī)很高,其次是小于20歲的,而大于30歲的人,對外在鼓勵不甚關(guān)心。 3.不同職業(yè)的人,其自信心動機(jī)、學(xué)習(xí)情境動機(jī)和動機(jī)強(qiáng)度均有所不同。具體表現(xiàn)為,學(xué)生的自信心動機(jī)強(qiáng)于在職人員,而且要強(qiáng)很多。在課堂教學(xué)中,多鼓勵學(xué)生進(jìn)行表演。而關(guān)于工作,商業(yè)等會話,則多鼓勵在職人員進(jìn)行對話。 4.不同年級的學(xué)生,其自信心動機(jī)和學(xué)習(xí)情境動機(jī)也不相同。具體表現(xiàn)為：一年級的學(xué)生學(xué)習(xí)動機(jī)較二年的學(xué)生強(qiáng),他們的學(xué)習(xí)情境動機(jī)也比二年級學(xué)生要強(qiáng)。在進(jìn)行教學(xué)過程中,應(yīng)加強(qiáng)一年級學(xué)生的課堂活動,提高課堂學(xué)習(xí)氛圍。而對于二年級的學(xué)生,多做一些聽寫,閱讀等的練習(xí)。
[Abstract]:The upsurge in Chinese learning has emerged in many countries. Especially in Southeast Asian countries, more and more people are learning Chinese. With the arrival of the 40th anniversary of the establishment of diplomatic relations between China and Bangladesh, the number of Chinese learners in Bangladesh has increased rapidly. From the perspective of students, the author studies the motivation of learning Chinese, and then puts forward some suggestions to improve the teaching quality, which plays a certain role in the spread of Chinese in Bangladesh.According to Dornyei's three-level demand theory of motivation, Referring to the research results of relevant domestic scholars and some questionnaires designed by relevant theories, this paper has compiled a measurement tool, taking the freshmen and sophomores of Dhaka University in Bangladesh as the subjects. By using SPSS data analysis software as a statistical analysis tool, this paper makes an empirical investigation on the motivation of Chinese learning among Bangladeshi college students. By comparing the differences of students' motivation categories in different dimensions, the author draws the following conclusions: 1. Gender factors had no significant influence on motivation type and motivation intensity. Among Bangladeshi Chinese learners, men and women showed equal motivation needs. 2. 2. Students of different ages showed different motivation of intrinsic interest and extrinsic encouragement. Those between 20 and 30 years old had the highest intrinsic interest type; those older than 30 years old had the lowest intrinsic interest type motivation; those who were less than 20 years old had the lowest intrinsic interest type motivation. In the teaching process, if the majority of the students in the class are between the ages of 20 and 30, they can interspersed with a lot of knowledge of Chinese culture. People between the ages of 20 and 30 have high extrinsic motivation, followed by those under the age of 20. People over the age of 30 care little about external encouragement. People with different occupations have different motivation of self-confidence, learning situation and motivation. The concrete manifestation is, the student's self-confidence motive is stronger than the on-the-job staff, but also is much stronger. In classroom teaching, students are encouraged to perform. But regarding the work, the business and so on conversation, encourages the working person to carry on the dialogue. 4. Students in different grades have different motivation of self-confidence and learning situation. Their learning motivation is stronger than that of the second year students, and their learning situation motivation is stronger than that of the sophomore students. In the process of teaching, we should strengthen the classroom activities of the first grade students and improve the atmosphere of classroom learning. For second-year students, do more dictation, reading and other exercises.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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本文編號：2004394