【摘要】：本文采用問卷調(diào)查法研究了非目的語環(huán)境下匈牙利漢語學(xué)習(xí)者的學(xué)習(xí)動機。通過梳理二語學(xué)習(xí)動機相關(guān)文獻,筆者發(fā)現(xiàn)國內(nèi)的外語學(xué)習(xí)動機研究者眾多,漢語作為二語學(xué)習(xí)動機研究的文獻也在增加,而匈牙利漢語學(xué)習(xí)者動機研究較少。但是,在匈牙利,漢語教學(xué)活動方興未艾,漢語學(xué)習(xí)者的人數(shù)不斷增加,該國孔子學(xué)院的規(guī)模也在擴大。對匈牙利的漢語學(xué)習(xí)者的動機研究顯得很有必要。本研究采用問卷調(diào)查法,先后從不同層次的學(xué)生中抽取了58名受試者,運用動機量表,對其進行測試。在定量分析上,筆者結(jié)合相關(guān)動機理論,歸納出了學(xué)習(xí)者動機的主要類型,包括文化型、融入交游型、內(nèi)部興趣型和外部工具型,其中學(xué)習(xí)者內(nèi)部興趣型動機較為突出。我們運用SPSS進行獨立樣本t檢驗,分別探究了性別、年齡、學(xué)歷和學(xué)習(xí)時長這些因素對學(xué)習(xí)動機的影響。數(shù)據(jù)顯示,上述因素不同程度對動機不同方面有顯著影響。其中女生內(nèi)部興趣型學(xué)習(xí)動機比男生強烈;青年組的學(xué)生文化型動機更強,她們對中國傳統(tǒng)文化很感興趣,少年組的學(xué)生融入交游型學(xué)習(xí)動機和外部工具型動機強烈;而高學(xué)歷者對漢字有著濃厚興趣。隨著學(xué)習(xí)時間增加到一定長度,動機也會隨之發(fā)生改變。學(xué)習(xí)時長達到3年以上的學(xué)習(xí)者,其內(nèi)部興趣型動機更顯著。筆者還根據(jù)相關(guān)動機理論,并結(jié)合自己調(diào)查的結(jié)果及自身教學(xué)經(jīng)驗,提出了激發(fā)學(xué)生學(xué)習(xí)動機的策略。
[Abstract]:In this paper, a questionnaire survey is used to study the learning motivation of Hungarian Chinese learners in a non-target language environment. By combing the literature on second language learning motivation, the author finds that there are many researchers on foreign language learning motivation in China, and the literature on Chinese as a second language learning motivation is also increasing, while Hungarian Chinese learners' motivation research is less. However, in Hungary, Chinese teaching activities are in the ascendant, the number of Chinese learners is increasing, and the scale of Confucius Institutes in the country is also expanding. It is necessary to study the motivation of Hungarian Chinese learners. In this study, 58 subjects were selected from different levels of students by questionnaire, and the motivation scale was used to test them. In quantitative analysis, the author sums up the main types of learners' motivation, including cultural type, integration type, internal interest type and external tool type, in which learners' internal interest motivation is more prominent. We used SPSS to test the independent sample t test to explore the influence of gender, age, academic background and learning duration on learning motivation. The data show that the above factors have a significant impact on different aspects of motivation. Among them, the internal interesting learning motivation of female students is stronger than that of male students, the cultural motivation of young students is stronger, they are very interested in Chinese traditional culture, and the students of juvenile group are strongly integrated into communicative learning motivation and external instrumental motivation. And highly educated people have a strong interest in Chinese characters. As the learning time increases to a certain length, motivation will also change. For learners who spend more than 3 years learning time, their internal interest motivation is more significant. According to the relevant motivation theory, combined with the results of their own investigation and their own teaching experience, the author puts forward the strategies to stimulate students' learning motivation.
【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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1 張婧;;美國漢語學(xué)習(xí)者漢語學(xué)習(xí)策略初探[J];開封大學(xué)學(xué)報;2011年03期

2 朱雯靜;王建勤;;跨文化族群的認同比較研究與漢語傳播策略[J];云南師范大學(xué)學(xué)報(對外漢語教學(xué)與研究版);2012年03期

3 梁云;史王鑫磊;;吉爾吉斯斯坦?jié)h語學(xué)習(xí)者漢語學(xué)習(xí)情況調(diào)查分析[J];民族教育研究;2012年04期

4 原鑫;王佶e，

本文編號：2483024