不同环境下学习者二语交际意愿研究

发布时间：2018-04-02 15:32

本文选题：交际意愿　切入点：学习环境　出处：《江苏大学》2017年硕士论文

【摘要】：本研究以MacIntyre的金字塔模型和Wen和Clement的交际意愿模型为依据,探讨非目的语环境下中国非英语专业学生英语交际意愿和目的语环境下外国留学生汉语交际意愿。并且分别探究焦虑和动机这两个情感变量以及性别、语言水平这两个客观背景变量对学习者二语交际意愿的影响。本研究试图回答以下问题:1)非目的语环境下中国非英语专业学生英语交际意愿和目的语环境下外国留学生汉语交际意愿的现状如何?2)性别和语言水平对中国非英语专业学生的英语交际意愿和外国留学生的汉语交际意愿有何影响?3)动机和焦虑与上述两种不同学习环境下学习者的交际意愿有何联系?哪种变量更能有效地预测学习者的交际意愿?本研究采用定量与定性相结合的研究方法,选取江苏某大学174名学生为研究对象,其中98名不同英语水平的学生来自其独立学院非英语专业学生,76名不同汉语水平的学生来自其海外教育学院。定量研究使用了调查问卷,问卷总共涉及三个量表:英语/汉语交际意愿量表、语言学习焦虑量表和语言学习动机量表,使用描述性统计、独立样本T检验、皮尔逊相关分析、双因素方差分析以及多元回归分析对调查结果进行统计分析,此外,为了对造成统计结果的原因有更深的了解,参加过定量调查的8名学生(4名中国非英语专业学生,4名外国留学生)参加了半结构化访谈。在进行定量和定性分析后得到了以下结果:1)中国非英语专业学生的英语交际意愿和外国留学生的汉语交际意愿普遍不高,课内交际意愿高于课外交际意愿,并且存在很大的个体差异。二者整体交际意愿和课内交际意愿无显著差异,但是在课外交际意愿上存在显著差异,这说明相比于中国非英语专业学生课外说英语而言,外国留学生更愿意在课外说汉语。2)性别差异对中国非英语专业学生的交际意愿产生显著性影响,女生交际意愿显著性高于男生,相反,其对外国留学生交际意愿没有显著性影响;语言水平对中国非英语专业学生英语交际意愿和外国留学生汉语交际意愿均有显著性影响,高语言水平的学生更愿意用目的语与人交流。3)中国非英语专业学生英语交际意愿与英语学习焦虑呈显著负相关,与英语学习动机呈现正相关,英语学习焦虑和动机与英语交际意愿呈显著负相关,英语学习焦虑是预测学生英语交际意愿的有效预测因素;外国留学生汉语交际意愿与汉语学习焦虑呈现负相关,与汉语学习动机呈正相关,汉语学习焦虑和动机与汉语交际意愿呈显著负相关,汉语学习焦虑和动机都能有效预测留学生汉语交际意愿,但是汉语学习焦虑的预测力更强。鉴于以上结果分析,本研究对外语教师了解学生交际意愿现状以及主要影响因素有积极作用,能够使教师采取措施,营造轻松和谐的语言学习环境,培养学生的学习积极性和学习动机,从而降低焦虑,提高学生的二语交际意愿及实际交际能力。
[Abstract]:In this study, the MacIntyre model of Pyramid and Wen and Clement WTC model as the basis, to explore the non target language environment Chinese non English Major Students' English communicative intention and the target language environment of foreign students willingness to communicate in Chinese. And explore the anxiety and motivation of the two affective variables, gender, language level two objective background variables on learners' two language communicative intention. This study attempts to answer the following questions: 1) how about the status of Chinese non English Majors' English communicative intention and target language environment for foreign students in Chinese language communicative intention of non target language environment? 2) what is the effect of gender and language proficiency of non English Majors China the students' willingness to communicate in English and Chinese to foreign students willingness to communicate? 3) motivation and anxiety with the two different learning environment learners' willingness to communicate what is the relationship? What kind of variable can more effectively predict learner's communicative intention? This study adopts both qualitative and quantitative research methods, selection of Jiangsu a total of 174 university students as the research object, including 98 different English levels of students from the independent college non English majors, 76 different levels of Chinese students from overseas the school of Education. The quantitative study using questionnaire, a questionnaire involving a total of three scales: English / Chinese WTC scale, language learning anxiety and language learning motivation scale, using descriptive statistics, independent sample T test, Pearson correlation analysis, two factor variance analysis and multiple regression analysis of survey results statistical analysis, in addition, in order to have a deeper reason for the understanding of the statistical results, 8 students participated in the quantitative investigation (4 China non English majors, 4 foreign students). With a semi-structured interview. The following results were obtained in quantitative and qualitative analysis: 1) willingness to communicate in English and Chinese to foreign students willingness to communicate China non English majors are generally not high, willingness to communicate inside the classroom than outside WTC, and there are great individual differences. Two no significant differences in overall communication desire and willingness to communicate inside the classroom, but there are significant differences in willingness to communicate on the extracurricular activities, extracurricular China compared to non English Majors in English, foreign students are more willing to speak Chinese in class.2) have a significant impact on gender differences in communicative intention Chinese non English Major Students' willingness to communicate, significantly higher than the girls on the contrary, the boy has no significant influence on foreign students' communicative intention; language proficiency on willingness to communicate in English and non English Majors Chinese foreign students pay When will have a significant impact, high language level students are more willing to use the target language to communicate with people.3) English Majors' willingness to communicate in English and English learning anxiety is negatively correlated Chinese, are positively correlated with English learning motivation, English learning anxiety and motivation was negatively correlated with the willingness to communicate in English, English learning anxiety is effective predictors of students' willingness to communicate in English; foreign students willingness to communicate in Chinese and Chinese learning anxiety is negatively correlated, positively correlated with the motivation of Chinese learning, Chinese learning anxiety and motivation and willingness to communicate in Chinese was significantly negatively related to Chinese learning anxiety and motivation can effectively predict students' willingness to communicate in Chinese, but Chinese learning anxiety predicted stronger. In view of the above results, this research to understand the status quo of students' communicative intention and the main influence factors on the product of foreign language teachers Extreme action enables teachers to take measures to create a relaxed and harmonious language learning environment, cultivate students' learning motivation and learning motivation, thereby reducing anxiety, improving students' two language communicative willingness and practical communicative competence.

【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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