本文選題：英國　切入點：赫爾大學(xué)　出處：《天津師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在語言的學(xué)習(xí)中,個體動機(jī)被認(rèn)為是第二語言學(xué)習(xí)者是否成功的重要決定因素,學(xué)習(xí)者的動機(jī)的研究也能夠為課程的設(shè)置和語言的教學(xué)帶來指導(dǎo)性的意義。關(guān)于漢語作為第二語言的學(xué)習(xí)動機(jī),學(xué)界一直以來對這一問題保持高度的關(guān)注。尤其關(guān)系到海外的孔子學(xué)院的辦學(xué),了解所在國、所在地區(qū)學(xué)生漢語學(xué)習(xí)動機(jī)十分必要。本文認(rèn)為,學(xué)生的動機(jī)構(gòu)成復(fù)雜,相對于個人基本性別、年齡、族裔、學(xué)習(xí)漢語的時間等客觀條件表現(xiàn),學(xué)生的學(xué)習(xí)動機(jī)、學(xué)習(xí)行為、與學(xué)習(xí)成績能夠相互印證某一地區(qū)的漢語學(xué)習(xí)動機(jī)構(gòu)成,從而能夠了解該地區(qū)的漢語教學(xué)模式和基礎(chǔ),促進(jìn)漢語教學(xué)的推廣。本文綜合借鑒國內(nèi)外學(xué)者的研究成果,主要運(yùn)用Gardner和Lambert的社會心理模式、和Dornyei的學(xué)習(xí)動機(jī)研究理論,以赫爾大學(xué)中文專業(yè)和孔子學(xué)院學(xué)習(xí)漢語的學(xué)生作為調(diào)查對象,就學(xué)生對漢語和漢語學(xué)習(xí)的態(tài)度、融入型動機(jī)、工具型動機(jī)、對學(xué)習(xí)環(huán)境的態(tài)度、學(xué)習(xí)者的自信度五個方面,對當(dāng)?shù)貙W(xué)習(xí)漢語的學(xué)生進(jìn)行動機(jī)問卷調(diào)查。在此基礎(chǔ)上,根據(jù)教學(xué)實踐中觀察和發(fā)現(xiàn)的結(jié)果,結(jié)合學(xué)習(xí)者平時成績,對該地漢語學(xué)習(xí)者的學(xué)習(xí)行為、學(xué)習(xí)方式、使用漢語的焦慮、課程反饋,進(jìn)行了問卷調(diào)查。同時結(jié)合訪問學(xué)生所得到的學(xué)習(xí)情況等結(jié)果進(jìn)行綜合分析,嘗試提出孔子學(xué)院對當(dāng)?shù)貪h語教學(xué)推廣的策略和激發(fā)學(xué)生漢語學(xué)習(xí)動機(jī)的策略。本文在對問卷調(diào)查數(shù)據(jù)和訪談內(nèi)容的全面分析基礎(chǔ)上,對該地學(xué)習(xí)者的主導(dǎo)動機(jī)類型、學(xué)習(xí)者的學(xué)習(xí)行為與學(xué)習(xí)動機(jī)的關(guān)系、學(xué)習(xí)者成績與學(xué)習(xí)動機(jī)的關(guān)系,進(jìn)行了具體的描述,探討了英國赫爾大學(xué)中文專業(yè)及孔子學(xué)院的學(xué)生漢語學(xué)習(xí)動機(jī)特點。運(yùn)用交叉分析選項研究,探究“強(qiáng)動機(jī)”漢語學(xué)習(xí)者的具體學(xué)習(xí)行為。通過分析代表性的兩組學(xué)生的漢語成績結(jié)合兩組學(xué)生學(xué)習(xí)漢語時長的客觀因素,以及學(xué)生問卷中學(xué)生對于學(xué)習(xí)行為相關(guān)題回答的統(tǒng)計,將顯示的數(shù)據(jù)進(jìn)行分析,發(fā)現(xiàn)較強(qiáng)動機(jī)的學(xué)生主要來自專業(yè)、年齡,從而提供教學(xué)和課程設(shè)置方面的建議。
[Abstract]:In language learning, individual motivation is considered to be an important determinant of second language learners' success. The study of learners' motivation can also bring instructive significance to curriculum setting and language teaching. On the motivation of learning Chinese as a second language, The academic circles have been paying close attention to this problem all the time. It is especially related to the running of Confucius Institutes overseas. It is very necessary to understand the motivation of students in their countries and regions. This paper holds that the motivation of students is complicated. Compared with the basic gender, age, ethnicity, time of learning Chinese and other objective conditions, students' motivation, behavior, and academic achievement can mutually confirm the composition of Chinese learning motivation in a certain area. In order to understand the Chinese teaching model and foundation in this area and promote the popularization of Chinese language teaching, this paper uses the research results of domestic and foreign scholars synthetically, mainly using the social psychological model of Gardner and Lambert, and the theory of learning motivation of Dornyei. Taking the Chinese majors and Confucius Institute students of Hull University as the subjects, this paper discusses the students' attitude towards Chinese and Chinese learning, the attitude towards learning Chinese, the motivation of integration, the motivation of tools, the attitude to the learning environment, and the confidence of the learners. On the basis of this, according to the results observed and discovered in the teaching practice, combining with the learners' performance in peacetime, the study behavior and learning style of the local Chinese learners were investigated. Using Chinese anxiety, curriculum feedback, a questionnaire survey was conducted. This paper tries to put forward the strategies to popularize the local Chinese language teaching and stimulate the students' Chinese learning motivation in the Confucius Institute. Based on the comprehensive analysis of the questionnaire data and the interview content, this paper makes a comprehensive analysis of the dominant motivation types of the local learners. The relationship between learners' learning behavior and learning motivation, the relationship between learners' achievement and learning motivation is described in detail. This paper discusses the characteristics of Chinese learning motivation of Chinese majors and Confucius Institute students at the University of Hull in the UK. This paper explores the specific learning behaviors of Chinese learners with "strong motivation". By analyzing the Chinese achievements of the representative two groups of students and combining the objective factors of the duration of learning Chinese between the two groups of students, According to the statistics of students' answers to questions related to learning behavior and the analysis of the data, it is found that the students with strong motivation mainly come from their major and age, thus providing suggestions on teaching and curriculum design.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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本文編號：1626477