中国日语学习者的跨文化交际焦虑研究

发布时间：2018-01-03 02:34

本文关键词：中国日语学习者的跨文化交际焦虑研究　出处：《北京外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：MacIntyre(1994)指出交际焦虑会直接影响个人参与到交际中的意愿。在第二语言习得领域焦虑的相关研究被称为"第二语言焦虑(或者外语焦虑)",主要探讨外语学习者在第二语言习得和使用时所产生的焦虑感以及其成因和影响。这些研究的重点是学习者由于担心语言使用是否正确,信息传递是否准确而引起的焦虑感上。然而,在跨文化接触愈加频繁的时代背景下,与外国人构建友好的人际关系越来越得到重视。因此,有必要进一步关注学习者的新变化,进一步扩展第二语言焦虑的研究范畴。另一方面,交际学中的跨文化交际焦虑研究主要由欧美的学者主导,以美国人为研究对象。研究内容涉及跨文化交际焦虑的影响等,并未将视角放在具体的交际场景中可能会遇到的语言文化等相关影响因素上。然而,从中国日语学习者的跨文化交际现状来说,主要还是以与日本人接触为主,多数情况下使用语言是日语。截止到目前为止,笔者所发现的以中国人为对象的跨文化交际焦虑研究均以英语学习者为对象。因此,有必要考虑到中国日语学习者的跨文化交际现实,并开展相关研究。在心理学领域中,有很多学者认为改善归因风格是治疗社交焦虑最为行之有效的一个方法,同时个人经验的不同会带来归因风格的不同(Henderson,2015)。因此,本文以心理学领域研究中的"心理认知疗法"理论1为切入点,借鉴三个研究领域的研究成果,有针对性地探讨中国日语学习者的跨文化交际焦虑现状。通过因子分析探讨了跨文化交际焦虑的因子模型,并从学年、归因风格和跨文化经验的角度分析这些因素对中国日语学习者跨文化交际焦虑的影响。为此,笔者在文献综述的基础上,设计了两个研究课题。①中国日语学习者的跨文化交际焦虑的构成要素是什么;②中国日语学习者的跨文化交际焦虑各构成要素是否受学年、归因风格、跨文化经历的影响。本文首先整理了 McCroskey(1997)的跨文化交际焦虑问卷和元田静(2005)的目标语言环境下的日语焦虑问卷,抽出其中的相关题目。然后采访了 5名日语学习者,收集他们在与日本人交流,成为朋友的过程中所产生的焦虑。为了进一步筛选和完善问卷项目,又以60名日语学习者为对象进行了预调查。之后,笔者以304名中国日语学习者为对象进行了关于跨文化交际焦虑的问卷调查,收到了 301份有效回答,并对收集到的数据进行了因子分析,方差分析和相关分析。研究结果如下所示:第一,中国日语学习者的跨文化交际焦虑由"文化焦虑""日语焦虑""跨文化交际对象焦虑" "交际焦虑"构成。第二,日语专业大学一年级学生中,跨文化交际频率高的学生与跨文化交际频率低的学生相比,前者的"跨文化焦虑" "日语焦虑" "跨文化对象焦虑"更高。第三,日语专业大学二年级的学生中,拥有悲观型归因风格的学习者与拥有乐观型归因风格的学习者相比,前者的日语焦虑表现更高。第四,大学三年级和大学四年级的学生他们的跨文化交际焦虑虽然不受归因风格和跨文化接触频率的影响,但还是存在有一定的焦虑。第四,中国日语学习者的跨文化交际焦虑与跨文化接触频率和深度成正相关关系,有留学经验的日语学习者与没有留学经验的日语学习者相比,前者的跨文化交际焦虑更低。基于以上的研究结果,在缓解跨文化交际焦虑的时候,除了一贯注重的"日语焦虑"之外,还应注意"跨文化焦虑" "跨文化对象焦虑""交际焦虑"等焦虑因素的存在。对于学生的日语焦虑,可以开展切实有效的跨文化培训课程帮助悲观型学习者改善自己的认知风格。
[Abstract]:MacIntyre (1994) pointed out that social anxiety will directly affect the personal willingness to participate in the communication. Anxiety related research in the field of second language acquisition is called "the second language anxiety (or anxiety)", mainly discusses the foreign language learner in second language acquisition and use of anxiety and its causes and effects. The focus of these studies is that learners because of language use is correct, accurate transmission of information is caused by the anxiety. However, in the cross-cultural background more frequent contact with foreigners, to build friendly interpersonal relationship is getting more and more attention. Therefore, it is necessary to pay more attention to new changes of learners, to further expand study on the second categories of language anxiety. On the other hand, the research on cross cultural communication communication anxiety mainly by the European and American scholars led by Americans as the research object. The research in Content involves the intercultural communication anxiety, not the perspective on the specific communication scene in language culture and other related effects may encounter factors. However, the status quo of intercultural communication learning from the Japanese Chinese, mainly to Japanese and contact, in most cases is the language used by Japanese. So far, the author found that the Research on cross cultural communication anxiety Chinese human subjects are English learners as the object. Therefore, it is necessary to take into account the actual intercultural communication China Japanese learners, and carry out related research. In the field of psychology, there are a lot of scholars believe that the improvement of attribution style is the treatment of social anxiety as an effective method, and personal experience will bring different attributional style different (Henderson, 2015). Therefore, based on the field of psychology in the study of "psychological cognitive therapy The theory of "the 1 as the starting point, drawing lessons from the research results of three research areas, aiming at exploring cross-cultural communication anxiety of China Japanese learners. Through factor analysis, discusses the factor model of intercultural communication anxiety, and from the academic year, attributional style and cross-cultural experience analysis of these factors on China Japanese learning influence of intercultural communication anxiety. Therefore, the author on the basis of literature review, design two research topic. What is intercultural communication anxiety factors of Chinese Japanese learners; the Chinese Japanese learners' intercultural communicative anxiety elements is affected by the year, attributional style, cross-cultural influence experience. In this paper, McCroskey (1997) of the intercultural communication anxiety questionnaire and Yuan Tian Jing (2005) Japanese anxiety questionnaire in the target language environment, and then take one of the related topics. A 5 interview with the Japanese learners, and collect them in Japanese exchanges, become friends in the process produced anxiety. In order to further screening and improvement of the pre survey questionnaire items, and 60 Japanese learners as the object. After that, a questionnaire survey was conducted on the intercultural communication anxiety in the 304 Chinese Japanese learners as the object, received 301 valid answers, and the data collected by factor analysis, variance analysis and correlation analysis. The results are shown as follows: first, Chinese Japanese learners' intercultural communicative anxiety by "cultural anxiety" and "Japanese" anxiety "Intercultural Communication Anxiety" object "communication anxiety." in second, the first grade students in University Japanese majors, compared with students of intercultural communication and cross-cultural communication frequency of the high frequency low student, the former "cultural anxiety" and "anxiety" Japanese "cross cultural objects "Higher anxiety. Third, the second grade college Japanese majors, has a pessimistic attributional style learners compared with optimistic attributional style learners, Japanese anxiety performance of the former is higher. Fourth the fourth grade, the third grade college and university students in their intercultural communication anxiety while not affected attributional style and intercultural contact frequency, but there is still some anxiety. Fourth, China Japanese learners' intercultural communicative anxiety and cross-cultural contact frequency and depth are positively related, compared to students experience Japanese learners with no experience studying Japanese, intercultural communication of the former lower anxiety.. based on the above findings, in the ease of intercultural communication anxiety, in addition to always pay attention to" Japanese anxiety ", should also pay attention to" cross-cultural "anxiety" cross-cultural communication "on anxiety like Coke Anxiety and anxiety exist. For students' anxiety in Japanese, effective cross-cultural training courses can be carried out to help pessimistic learners improve their cognitive style.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H36

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