焦虑对斯里兰卡学生汉语口语课的影响

发布时间：2018-02-27 00:34

本文关键词： 斯里兰卡学生口语焦虑口语实验课　出处：《重庆师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：笔者作为斯里兰卡孔子学院志愿者教师在斯里兰卡从教一年,有机会接触到斯里兰卡的汉语学习者,因此笔者以斯里兰卡本国的学生为研究对象，通过问卷调查的形式研究斯里兰卡学生汉语口语焦虑对口语课堂的影响，并以笔者自身的实际教学经验出发,设计了三次口语教学实验，以期在实践层面帮助斯里兰卡学生降低汉语口语学习时的焦虑感,提高口语学习效率,增强斯里兰卡学生的汉语表达能力。通过第一次针对斯里兰卡学生的口语课的焦虑感的问卷调查和第二次口语实验课结束后斯里兰卡学生焦虑感的问卷调查和统计分析，笔者得出结论：1，斯里兰卡汉语学习者在口语课堂中存在口语焦虑感。2、在口语课上导致学习者焦虑感存在的原因有：交流畏惧，负评价恐惧，和自信心不足。影响斯里兰卡学生汉语口语焦虑的因素有口语课堂环境，来自外部的压力，教师的教学策略，学生的学习策略以及文化背景的影响。3、个体因素和口语课焦虑感是有关联的。4、在降低汉语学习者口语焦虑策略上，笔者在口语课上设计了角色倒置问答环节，口语游戏环节，角色扮演和猜谜环节，，通过口语课堂实验，改变了以往传统的教学环境和教学策略。5、笔者对前后两次问卷做了对比，研究结果显示通过教学策略的改变，笔者实验后的口语课堂学生的焦虑感有所降低，学生在口语课堂上的开口度明显增加。6、统计结果显示笔者所采取的策略是可以达到弱化斯里兰卡学习者在口语课堂上的口语学习焦虑感，证明了策略的有效性。
[Abstract]:As a volunteer teacher of Confucius Institute in Sri Lanka for one year, the author has the opportunity to contact Sri Lankan Chinese learners. Based on the questionnaire survey, this paper studies the influence of spoken language anxiety on spoken language classroom of Sri Lankan students, and designs three oral teaching experiments based on the author's own practical teaching experience. In order to help Sri Lankan students reduce anxiety in oral Chinese learning, improve their oral learning efficiency and enhance their Chinese expression ability. Through the first questionnaire to the anxiety of the Sri Lankan students in oral English class and the questionnaire and statistical analysis of the anxiety of the Sri Lankan students after the second oral experiment. The author concludes that: 1, Sri Lankan Chinese learners have a sense of anxiety in oral English. The reasons of anxiety in oral class are as follows: fear of communication, fear of negative evaluation. The factors that affect the anxiety of Sri Lankan students' spoken Chinese are oral English classroom environment, external pressure, teachers' teaching strategies, The influence of students' learning strategies and cultural background. 3, individual factors and oral class anxiety is related. 4. In order to reduce Chinese learners' oral anxiety strategy, the author designed the role reversal question and answer link, oral game link in the oral language class. Role-playing and guessing, through oral classroom experiments, have changed the traditional teaching environment and teaching strategy .5.The author has made a comparison between the two questionnaires before and after, and the results show that through the change of teaching strategies, After the experiment, the anxiety of the students in oral English classroom has been reduced. The statistical results show that the strategies adopted by the author can weaken the anxiety of Sri Lankan learners in oral English classes and prove the effectiveness of the strategies.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

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