本文選題：蒙古大學生　切入點：漢語學習　出處：《山東大學》2017年碩士論文

【摘要】：近年來,隨著中國經(jīng)濟的發(fā)展,國際地位的提升,以及中國文化本身的魅力,世界各地有越來越多的人開始學習漢語。學習漢語已經(jīng)成為當今的一大潮流,在蒙古也不例外。蒙古的各類民眾,尤其是蒙古大學生學習漢語的人數(shù)已經(jīng)形成一定的規(guī)模。那么,蒙古大學生對于自己學習漢語的過程了解嗎?他們認識和控制自己漢語學習過程的能力和水平怎么樣?探討蒙古大學生漢語學習元認知的問題是具有理論價值和實踐意義的,它對于了解蒙古大學生學習漢語的特點和規(guī)律,提高蒙古大學生自主學習的意識和能力都有所幫助。本論文通過調(diào)查統(tǒng)計的方法描述蒙古大學生學習漢語的元認知情況,并分析他們學習漢語元認知在性別、學習性質(zhì)、是否在目的語國家、漢語水平、喜歡漢語的程度等因素上的差異,此外還通過訪談法比較優(yōu)秀學習者和學習不良者漢語學習元認知的差異。本論文總共五章組成。第一章為緒論,主要介紹選題意義、中蒙關于元認知問題的研究綜述、研究問題和研究方法。第二章主要描述蒙古大學生漢語學習元認知的調(diào)查統(tǒng)計結果,分析蒙古大學生漢語學習元認知在元認知知識、元認知體驗和元認知監(jiān)控三個維度上的基本情況,并探討個體因素對學習者元認知的影響。研究結果顯示,從總體來看,蒙古學生漢語學習過程中三個維度的元認知能力相當,都處于較好的水平。元認知知識方面,蒙古大學生對于某個漢語學習任務的目的和性質(zhì)有很好的了解,對自己學習能力方面的了解也比較清楚,相對而言,關于學習策略的知識水平較差。元認知體驗方面,蒙古大學生信心程度均值最高,其次是興趣程度和滿意程度,相對較低的是堅持程度。元認知監(jiān)控方面,蒙古大學生對漢語學習中的計劃能力比較好,調(diào)整能力和評價能力稍低。從差異來看,不同性別、學歷、學習國家、漢語水平、喜歡漢語的程度的蒙古大學生的漢語學習元認知水平有所不同。以上個體差異是影響學習者元認知能力和水平的若干因素。第三章是利用訪談法,對比優(yōu)秀學習者和學習不良者的漢語學習元認知的差異。我們發(fā)現(xiàn)優(yōu)秀學習者有著更明確的學習目標,并且有詳細的學習計劃,對自己的漢語學習更為自信;而學習不良者對自己的學習任務比較清楚,但學習目標與計劃不清晰,學習滿意度較低。第四章是關于提高蒙古大學生漢語元認知的幾點建議。第五章總結本文的主要內(nèi)容。本論文希望能夠?qū)γ晒艥h語學習者提高漢語學習元認知能力及推進相關研究有所幫助。
[Abstract]:In recent years, with the development of China's economy, the promotion of international status and the charm of Chinese culture itself, more and more people around the world have begun to learn Chinese. Learning Chinese has become a major trend today. Mongolia is no exception. All kinds of people in Mongolia, especially the number of Mongolian college students to learn Chinese has formed a certain scale. What is their ability and level of knowing and controlling their Chinese learning process? It is of theoretical and practical significance to explore the metacognition of Mongolian college students' Chinese learning. It is of great significance to understand the characteristics and rules of Mongolian college students' learning Chinese. This paper describes the metacognition of Mongolian college students' learning Chinese by means of investigation and statistics, and analyzes the gender and nature of metacognition in learning Chinese. Whether there are differences in the target language countries, the level of Chinese, the degree of liking for Chinese, In addition, the differences of metacognition in Chinese learning between excellent learners and those with learning disabilities are compared through interviews. The first chapter is an introduction, which mainly introduces the significance of the topic and the research on metacognition between China and Mongolia. The second chapter mainly describes the survey results of Mongolian college students' Chinese learning metacognition, and analyzes the metacognitive knowledge of Mongolian college students' Chinese learning metacognition. The basic situation of the three dimensions of metacognitive experience and metacognitive monitoring is discussed, and the influence of individual factors on learners' metacognition is discussed. The results show that the metacognitive ability of Mongolian students in the process of learning Chinese is equal to that of Mongolian students. In terms of metacognitive knowledge, Mongolian college students have a good understanding of the purpose and nature of a certain Chinese learning task, as well as a relatively clear understanding of their own learning ability. The level of knowledge of learning strategies is poor. In the aspect of metacognitive experience, Mongolian college students have the highest level of confidence, followed by the degree of interest and satisfaction, and the relatively low degree of adherence. Mongolian college students have better planning ability in Chinese learning, lower adjustment ability and evaluation ability. According to the differences, different gender, educational background, learning country, Chinese level, The Chinese metacognition level of Mongolian college students who like Chinese is different. The above individual differences are some factors that influence the learners' metacognitive ability and level. Comparing the differences of metacognition between excellent learners and those with learning disabilities, we find that excellent learners have more definite learning goals and detailed learning plans, and are more confident in their own Chinese learning. However, people with learning disabilities have a better understanding of their learning tasks, but their learning goals and plans are not clear. The fourth chapter is some suggestions on how to improve Mongolian college students' Chinese metacognition. Chapter five summarizes the main contents of this paper. This thesis hopes to improve the learning metacognitive ability of Mongolian ancient Chinese learners. The research on force and propulsion is helpful.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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