俄羅斯中級漢語學(xué)生學(xué)習(xí)策略研究
發(fā)布時間：2018-11-04 11:37
【摘要】：漢語是當(dāng)今世界上最重要的語言之一，在對外交流當(dāng)中，漢語的重要性和它的廣泛使用顯而易見。近年來，俄羅斯學(xué)生學(xué)習(xí)漢語的人數(shù)日益劇增，然而目前關(guān)于俄羅斯學(xué)生學(xué)習(xí)漢語的學(xué)習(xí)策略研究還是非常缺乏，很多學(xué)生都感覺到學(xué)習(xí)漢語費時、沒有效率、事倍功半。對此，很多人都進行了深入的研究，結(jié)果都表明其中一個主要的原因是學(xué)生不知道怎么學(xué)習(xí)會有成功，就是學(xué)生不知道有效的學(xué)習(xí)方法。學(xué)習(xí)方法的認知在二語習(xí)得中起著極其重要的作用。對教師來說，，除了傳授學(xué)生知識外，更重要的是教會他們學(xué)習(xí)的方法，也就是說教他們?nèi)绾稳W(xué)。因此，本文針對俄羅斯中級漢語學(xué)習(xí)者的學(xué)習(xí)策略進行了研究。 本文采用了問卷調(diào)查的方式對俄羅斯中級漢語學(xué)生的漢語學(xué)習(xí)策略使用情況進行了研究。問卷調(diào)查的內(nèi)容基本參考了Oxford（1990）的語言學(xué)習(xí)策略量表。本文以俄羅斯布里亞特國立大學(xué)東方系3、4年級的60個學(xué)生為研究對象展開調(diào)查研究，其學(xué)生能夠大體上代表整個俄羅斯?jié)h語學(xué)生的水平。借助SPSS13.0統(tǒng)計方法和柱狀圖，我們使用多種統(tǒng)計分析方法對問卷數(shù)據(jù)進行了分析。 通過調(diào)查本文發(fā)現(xiàn)了以下幾點：（1）俄羅斯中級漢語學(xué)生漢語學(xué)習(xí)策略中使用最多的是元認知策略，其他按順序排列下來分別是元認知策略，認知策略，記憶策略，社會策略，補償策略。最不頻繁使用的是情感策略。（2）不同漢語水平的學(xué)生在使用漢語學(xué)習(xí)策略中存在不同程度的差別。漢語水平高的學(xué)生使用學(xué)習(xí)策略比較多。（3）母語不同的學(xué)生在使用漢語學(xué)習(xí)策略中存在不同程度的差別，母語為俄語的學(xué)生使用學(xué)習(xí)策略較多。（4）性別的因素在使用漢語學(xué)習(xí)策略中存在不同程度的差異，其中，女生使用學(xué)習(xí)策略較多。（5）是否來中國留學(xué)對學(xué)習(xí)策略有一定的影響，來過中國留學(xué)的學(xué)生更多的使用了學(xué)習(xí)策略。（6）性格不同的學(xué)生在使用漢語學(xué)習(xí)策略中存在不同程度的差別，性格外向的同學(xué)比起性格內(nèi)向的同學(xué)較多的使用了學(xué)習(xí)策略。 根據(jù)提出的問題以及調(diào)查結(jié)果，我們對俄羅斯的漢語教學(xué)做出了一系列分析，并且提出了一些較為具體的應(yīng)對建議：針對不同群體學(xué)生的漢語水平，根據(jù)學(xué)生對元認知策略，認知策略，記憶策略，社會策略，補償策略，情感策略的使用程度的不同，系統(tǒng)性地提高學(xué)生使用學(xué)習(xí)策略的效率。并由此建議老師們對學(xué)生采取可操作的方法，使絕大多數(shù)學(xué)習(xí)漢語的俄羅斯學(xué)生在原有的水平上得到質(zhì)的飛躍。
[Abstract]:Chinese is one of the most important languages in the world. In recent years, the number of Russian students learning Chinese is increasing rapidly. However, at present, the study of learning strategies for Russian students is still very scarce. Many students feel that learning Chinese is time-consuming, inefficient and with half the result. The results show that one of the main reasons is that students do not know how to learn successfully, that is, students do not know effective learning methods. The cognition of learning methods plays an important role in second language acquisition. It is more important for teachers to teach their students than to teach them how to learn, that is, to teach them how to learn. Therefore, this paper studies the learning strategies of Russian intermediate Chinese learners. In this paper, the use of Chinese learning strategies of Russian intermediate Chinese students is investigated by questionnaire. The contents of the questionnaire refer to Oxford's language Learning Strategy scale (1990). In this paper, 60 students in Grade 3 of the Oriental Department of Buryat State University in Russia are taken as the research subjects. The students can represent the level of the whole Russian Chinese students in general. With the help of SPSS13.0 statistical method and histogram, we use a variety of statistical analysis methods to analyze the questionnaire data. The main findings are as follows: (1) metacognitive strategies are used most frequently in Russian intermediate Chinese learning strategies, while other strategies in order are metacognitive strategies and memory strategies, respectively. Social strategy, compensation strategy. Affective strategies are the least frequently used. (2) students with different levels of Chinese have different degrees of using Chinese learning strategies. Students with high level of Chinese use more learning strategies. (3) students with different mother tongue have different degrees of learning strategies in using Chinese. Students whose mother tongue is Russian are more likely to use learning strategies. (4) there are different degrees of gender factors in the use of Chinese learning strategies, among which, Girls use more learning strategies. (5) whether to study in China has a certain impact on learning strategies. Students who came to study in China used more learning strategies. (6) there were different degrees of differences in using Chinese learning strategies among students with different personalities, and extroverted students used more learning strategies than introverted students. According to the questions raised and the results of the investigation, we have made a series of analyses on Chinese teaching in Russia, and put forward some specific suggestions: according to the students' metacognitive strategies, Cognitive strategies, memory strategies, social strategies, compensatory strategies, affective strategies of different degrees of use, systematically improve the efficiency of students using learning strategies. Therefore, it is suggested that teachers should adopt operable methods to make the vast majority of Russian students who learn Chinese make a qualitative leap forward in their original level.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
本文編號：2309712
[Abstract]:Chinese is one of the most important languages in the world. In recent years, the number of Russian students learning Chinese is increasing rapidly. However, at present, the study of learning strategies for Russian students is still very scarce. Many students feel that learning Chinese is time-consuming, inefficient and with half the result. The results show that one of the main reasons is that students do not know how to learn successfully, that is, students do not know effective learning methods. The cognition of learning methods plays an important role in second language acquisition. It is more important for teachers to teach their students than to teach them how to learn, that is, to teach them how to learn. Therefore, this paper studies the learning strategies of Russian intermediate Chinese learners. In this paper, the use of Chinese learning strategies of Russian intermediate Chinese students is investigated by questionnaire. The contents of the questionnaire refer to Oxford's language Learning Strategy scale (1990). In this paper, 60 students in Grade 3 of the Oriental Department of Buryat State University in Russia are taken as the research subjects. The students can represent the level of the whole Russian Chinese students in general. With the help of SPSS13.0 statistical method and histogram, we use a variety of statistical analysis methods to analyze the questionnaire data. The main findings are as follows: (1) metacognitive strategies are used most frequently in Russian intermediate Chinese learning strategies, while other strategies in order are metacognitive strategies and memory strategies, respectively. Social strategy, compensation strategy. Affective strategies are the least frequently used. (2) students with different levels of Chinese have different degrees of using Chinese learning strategies. Students with high level of Chinese use more learning strategies. (3) students with different mother tongue have different degrees of learning strategies in using Chinese. Students whose mother tongue is Russian are more likely to use learning strategies. (4) there are different degrees of gender factors in the use of Chinese learning strategies, among which, Girls use more learning strategies. (5) whether to study in China has a certain impact on learning strategies. Students who came to study in China used more learning strategies. (6) there were different degrees of differences in using Chinese learning strategies among students with different personalities, and extroverted students used more learning strategies than introverted students. According to the questions raised and the results of the investigation, we have made a series of analyses on Chinese teaching in Russia, and put forward some specific suggestions: according to the students' metacognitive strategies, Cognitive strategies, memory strategies, social strategies, compensatory strategies, affective strategies of different degrees of use, systematically improve the efficiency of students using learning strategies. Therefore, it is suggested that teachers should adopt operable methods to make the vast majority of Russian students who learn Chinese make a qualitative leap forward in their original level.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
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