【摘要】：本文主要是利用上世紀(jì)九十年代在二語習(xí)得研究中影響頗大的Dornyei外語學(xué)習(xí)動機(jī)三層次說對長期在華留學(xué)生的漢語學(xué)習(xí)動機(jī)進(jìn)行動機(jī)消減原因的研究。經(jīng)過資料搜集之后筆者發(fā)現(xiàn),之前該題目在對外漢語專業(yè)上的應(yīng)用并不是很充分,而且主要目光集中在留學(xué)生的漢語學(xué)習(xí)動機(jī)分類和如何激發(fā)漢語學(xué)習(xí)動機(jī)這兩個層面上,在對象的選取上也并未進(jìn)行有效的區(qū)分。鑒于以上種種情況,本文著眼于探究和分析長期在華留學(xué)生的漢語學(xué)習(xí)動機(jī)的消減原因,從反方向研究動機(jī),關(guān)注消減程度與消減原因,并且圍繞原因展開與之相關(guān)的學(xué)習(xí)者個體差異等因素的討論。主要目的在于從反面消除動機(jī)消減現(xiàn)象,提高教師對外漢語教學(xué)活動和留學(xué)生漢語學(xué)習(xí)的效率。 主要的研究方法是結(jié)合了二語學(xué)習(xí)動機(jī)研究常見的問卷調(diào)查法和個案訪談法。本次問卷調(diào)查共選取了陜西師范大學(xué)國際漢學(xué)院50名在華學(xué)習(xí)的留學(xué)生,將得到的數(shù)據(jù)使用SPSS13.0統(tǒng)計軟件進(jìn)行了分析。除此之外,還對三名符合條件但具體情況又有差別、各具特點的留學(xué)生根據(jù)提問大綱進(jìn)行了個案訪談。 本論文在進(jìn)行了以上所述調(diào)查之后,將對外漢語留學(xué)生動機(jī)消減的情況根據(jù)其不同特點和原因分為了三種類型：根本性消減、暫時性消減和積累性消減。總體來說,長期在華的留學(xué)生動機(jī)消減情況是實際存在的,但并不是非常嚴(yán)重。經(jīng)研究發(fā)現(xiàn),發(fā)生根本性消減的學(xué)習(xí)者屬于極少數(shù),但造成的影響比較大；發(fā)生暫時性消減和積累性消減的學(xué)習(xí)者則比較普遍,基本上都存在一些輕微的消減情況,雖然沒有動搖漢語學(xué)習(xí)的根本,但是長此下去所帶來的消極影響也是很不利的。另外在這其中還有幾點十分值得注意,比如說同期比較下發(fā)現(xiàn)融合型動機(jī)的消減要甚于工具型動機(jī)的消減；個體差異因素在這其中發(fā)揮的作用并不像預(yù)先設(shè)想的那么大,在長期、艱難的語言學(xué)習(xí)面前,大部分人的學(xué)習(xí)動機(jī)變化基本一致。 將實際情況比照外語學(xué)習(xí)動機(jī)三層次說和當(dāng)前國際大環(huán)境、我國國情兩方面,本文發(fā)現(xiàn)動機(jī)消減的主要原因集中在外界客觀環(huán)境的負(fù)面影響、自我效能感的降低、教學(xué)與學(xué)生自身需求之間的矛盾等這幾方面,基本上每個原因都會導(dǎo)致產(chǎn)生相應(yīng)的不同消減情況。隨后,本文針對以上的主要消減原因,展開了相關(guān)的解決策略探討,提出了四個解決思路。
[Abstract]:This paper mainly uses the three-level theory of Dornyei, which has a great influence in the study of second language acquisition in the 1990s, to study the causes of motivation reduction of Chinese learning motivation of long-term Chinese students. After collecting the data, the author finds that the application of this topic in the major of TCFL is not sufficient, and the main focus is on the classification of Chinese learning motivation of foreign students and how to stimulate the motivation of learning Chinese. There is also no effective distinction in the selection of objects. In view of the above, this paper focuses on exploring and analyzing the reasons for the reduction of Chinese learning motivation of long-term students in China, studying motivation in the opposite direction, and paying attention to the degree and reason of reduction. It also discusses the factors related to the individual differences of learners. The main purpose of this paper is to eliminate the phenomenon of motivation subtraction and to improve the efficiency of teachers' activities of teaching Chinese as a foreign language (TCFL) and the learning of Chinese by foreign students. The main research methods are the questionnaire survey and the case interview which are commonly used in the study of second language learning motivation. A total of 50 international students studying in China from the International Han College of Shaanxi normal University were selected and the data were analyzed with SPSS13.0 software. In addition, three qualified students with different specific conditions were interviewed according to the outline of the questions. After the above investigation, this paper divides the motivation reduction of foreign students into three types according to its different characteristics and reasons: fundamental subtraction, temporary subtractive reduction and cumulative subtractive reduction. In general, the motivation reduction of long-term students in China is real, but not very serious. Through the research, it is found that the learners with fundamental reduction belong to a very small number, but the impact is relatively large; The learners with temporary and accumulative subtractions are more common, and there are some slight subtractions. Although they do not shake the root of Chinese learning, the negative effects brought by the long term are also very unfavorable. In addition, we should pay attention to a few of them, for example, we find that the reduction of fusion motivation is more than that of instrumental motivation in the same period. The effect of individual differences is not as great as expected. In the face of long-term and difficult language learning, most people's learning motivation is basically the same. Comparing the actual situation with the three levels of motivation for foreign language learning, the current international environment and the national conditions of our country, this paper finds that the main reasons for motivation abatement are the negative influence of external objective environment and the decrease of self-efficacy. The contradiction between teaching and students' own needs and so on, basically each reason will result in the corresponding different subtractive situation. Then, aiming at the above main reduction reasons, this paper discusses the relevant solutions, and puts forward four solutions.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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