在台土耳其人的汉语学习策略研究
发布时间：2019-03-18 12:24
【摘要】： 本文在简述国内外语言学习策略的基础上,针对在台土耳其人的汉语学习策略进行了实证性研究,利用问卷调查和访谈的形式,分析他们在汉语学习策略上的总体使用情况,并将研究结果与欧美人士在汉语学习策略上的使用情形,加以比对,突显他们在民族性与文化的差异性。笔者希望通过此研究,能给对外汉语教学提供启示,促使有效的策略培训产生。 根据Rebecca Oxford的语言学习策略量表,结合汉语学习本身的特点,笔者制定了一份汉语学习策略问卷,以此问卷为主要工具,结合访谈,并使用SPSS软件进行了统计分析。 研究结果显示,土耳其人最常用情意策略和社交策略,其次是元认知策略,土耳其人对这几种学习策略态度比较积极,而记忆策略、补偿策略与后认知的使用频率都不高,其中后认知策略的平均分数最低,这说明土耳其人几乎不大使用后认知策略来帮助他们学习汉语。 最后,笔者提出一些具体建议,鼓励教学机构、学者与教师多了解土耳其人,了解他们使用学习策略的情况,根据不同的情况改进教学方法,激发学生的学习潜能。
[Abstract]:On the basis of a brief introduction of language learning strategies at home and abroad, this paper makes a positive study on the Chinese learning strategies of Turks in Taiwan, and analyzes their overall use of Chinese learning strategies by means of questionnaires and interviews. The results of the study are compared with the use of Chinese learning strategies in Europe and the United States to highlight their differences in nationality and culture. Through this research, the author hopes to provide enlightenment to TCFL teaching and promote effective strategy training. According to Rebecca Oxford's language Learning Strategy scale (LLS) and the characteristics of Chinese learning itself, the author developed a Chinese Learning Strategy questionnaire (CSQ). The questionnaire was used as the main tool, combined with interviews, and statistical analysis was carried out by using SPSS software. The results show that the most commonly used emotional and social strategies in Turkey are metacognitive strategies. Turks have a positive attitude towards these learning strategies, while memory strategies, compensation strategies and post-cognitive use frequency are not high. The average score of post-cognitive strategies was the lowest, indicating that Turks rarely use post-cognitive strategies to help them learn Chinese. Finally, the author puts forward some specific suggestions to encourage teaching institutions, scholars and teachers to know more about Turks, to understand their use of learning strategies, to improve teaching methods according to different circumstances, and to stimulate students' learning potential.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2442861
[Abstract]:On the basis of a brief introduction of language learning strategies at home and abroad, this paper makes a positive study on the Chinese learning strategies of Turks in Taiwan, and analyzes their overall use of Chinese learning strategies by means of questionnaires and interviews. The results of the study are compared with the use of Chinese learning strategies in Europe and the United States to highlight their differences in nationality and culture. Through this research, the author hopes to provide enlightenment to TCFL teaching and promote effective strategy training. According to Rebecca Oxford's language Learning Strategy scale (LLS) and the characteristics of Chinese learning itself, the author developed a Chinese Learning Strategy questionnaire (CSQ). The questionnaire was used as the main tool, combined with interviews, and statistical analysis was carried out by using SPSS software. The results show that the most commonly used emotional and social strategies in Turkey are metacognitive strategies. Turks have a positive attitude towards these learning strategies, while memory strategies, compensation strategies and post-cognitive use frequency are not high. The average score of post-cognitive strategies was the lowest, indicating that Turks rarely use post-cognitive strategies to help them learn Chinese. Finally, the author puts forward some specific suggestions to encourage teaching institutions, scholars and teachers to know more about Turks, to understand their use of learning strategies, to improve teaching methods according to different circumstances, and to stimulate students' learning potential.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关会议论文 前1条
1 王迪;;汉语作为第二语言的学习策略研究综述(2007-2012)[A];北京地区对外汉语教学研究生论坛论文集[C];2013年
相关硕士学位论文 前2条
1 任凡涛;朝鲜族高中生学业自我效能感、汉语学习动机、学习策略与MHK成绩的关系研究[D];延边大学;2012年
2 赵佳;非洲留学生汉语学习策略研究[D];东北师范大学;2012年
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