近十年国内二语习得中个体差异实证研究分析

发布时间：2018-03-04 16:08

本文选题：个体差异　切入点：分析　出处：《太原理工大学》2012年硕士论文　论文类型：学位论文

【摘要】：个体差异一直是二语习得领域的热点问题,越来越多的研究表明学习者个体差异在二语习得过程中起着至关重要的作用,已经成为二语习得研究及模式构建中不可缺少的一部分。中国的个体差异研究始于80年代中期,90年代中期特别是2000年以来,个体差异实证研究在研究范围与方法上蓬勃发展。个体因其不同而成为独特的个人。个体因素赋予学习第二语言的每个学习者带有其特质的方法。个体差异影响学习者二语的习得速度及最终成功。二语学习者个体差异的核心因素--动机、策略、学习风格、个性和智力等因素阐释了每个学习者在学习过程中不同阶段的行为特点。国内外对个体差异研究不少,每篇论文的侧重点不同,国内研究集中于某几个方面,不太注重各个因素之间的结合,有些研究只是调查的对象不同,其实是对同一课题的重复研究。因而相似的框架下的研究所得出的结论也趋于一致。本文通过CNKI检索2000--2011年刊登在国内十种外语类核心期刊上个体差异的实证研究文章218篇,对国内研究现状进行更系统、更宽广、更综合的分析、总结。基于Dornyei二语习得动机三层框架,本文主要从学习者层面对外语学习动机实证研究进行综述。这一层面的文章主要围绕减轻焦虑感,正确归因,建立自我效能感来增强学习者语言自信心与成就感。学习者外显的二语能力实证研究不多,而对焦虑这一因素的研究在近两年的研究呈现上升趋势。对与学生接触最多的学习情境层面的各个环节,在实证研究方面需要深入剖析。策略实证研究方面国内学者多结合听、说、读、写、词汇基本技能进行研究。听说读写策略的实证研究发展均衡,相对而言,词汇策略的研究多一些。有些研究者从元认知、认知和情感策略角度对学习者进行考察。元认知策略研究融入到了基本技能策略中。作为单个因素和多因素的研究,学者多从调查和培训两个角度出发。在今后的研究中,学者对个体学习者的认知过程和情感变化需要更为细致的研究。总体看来学习风格、个性和智力因素的实证研究相对缺乏。学习风格的研究中以场独立和场依存的研究为主,并且剖析不够深入,缺乏动态研究。典型的个体差异因素,个性和智力因素相对受冷落。对个性的研究中大多提及外向型和内向型学习者。而智力因素也只是作为综合研究中纵多因素之一被考察。本文仍有其局限性,作者对期刊文章内容进行归类分析,在特定的框架中对文章进行总结,但对研究方法缺少系统整理归纳。此外,文章没有涉及学能这一重要个体因素。对于个体差异各要素之间的关系观察不够突出。个体差异处于变化之中,需要多学科结合进行研究,不仅是外语内部学科相结合,而且还应与心理学、教育学以及神经学等学科进行合作,使得研究方法多样化。此外,国内个体差异的研究缺乏涉及各个年龄层次、深入的个案跟踪性研究。研究对成绩的即时评判不利于对学生的整个学习过程进行综合全面的考察。希望更多学者致力于个体差异的研究,找到符合中国学生学习外语具体可行的途径。
[Abstract]:Individual differences has been a hot issue in the field of two language acquisition, more and more studies show that individual differences of learners plays a vital role in the two language acquisition process, has become an indispensable part in the construction of the two language acquisition and mode. Individual differences of the China began in the mid 80s, mid 90s, especially since 2000. An empirical study of individual differences in the scope of the study and methods of vigorous development.
The individual to become a unique individual. Because of the different methods of individual factors to learning a second language learners with each character. The individual differences influence the learners' two language acquisition rate and the final success. The core factors: motivation, individual differences of the two language learning strategy, learning style, personality and intelligence factors explained each learner in the different stages of the learning process and behavior characteristics.
The domestic and foreign research on individual differences, each of which is different, the domestic research focus on certain aspects, don't pay too much attention to the combination of various factors, some research is investigation object is different, is actually repeated studies on the same topic. So the study of the frame similar under the conclusion is consistent.
In this paper, we searched 218 articles on individual differences published in ten core journals of foreign languages in CNKI in. We made a more systematic, broader and comprehensive analysis of the current domestic research situation.
Dornyei two language acquisition motivation framework based on the three layer, this paper mainly from the learners in foreign language learning motivation of empirical research are reviewed. This article mainly focuses on the level of anxiety, establish correct attribution, self-efficacy to reinforcement learning language self-confidence and sense of achievement. Not much research on two language learners an explicit however, research on the factors of anxiety showed a rising trend in nearly two years of study. To contact most with the students learning situation level of each link, in the empirical research need further analysis.
Empirical research on Strategy of domestic scholars with listening, reading, writing, vocabulary, basic skills of listening speaking reading and writing strategies. The empirical research of balanced development, relatively speaking, the research of vocabulary strategies more. Some researchers from metacognitive, cognitive and affective strategies perspective of learners. Research on metacognitive strategies into the basic skills and strategies. As the research of single and multiple factors, many scholars from the research and training of two angles. In future studies, scholars on the individual learning cognitive process and emotional changes are need to be studied in more detail.
Overall learning style, the relative lack of empirical research on the personality and intelligence factors. The study of learning style in the studies of field independence and field dependence mainly, and the analysis is not deep enough, the lack of dynamic research. Individual factors typical, personality and intelligence factors is relatively cold. Most of the mentioned personality of extroversion and introversion learners. And intellectual factors just as comprehensive study of longitudinal multi factor is one of the study.
This paper still has its limitations, the author of the journal articles are classified and analyzed, in particular in the framework of the summary of the article, but the lack of systematic research methods were summarized. In addition, the article did not involve learning the important individual factors. To observe the relationship between the elements of individual differences is not obvious.
Individual differences in changing, the need for a multidisciplinary combination of language, is not only the internal subject combination, but also with psychology, cooperation education and neuroscience, the diversification of research methods. In addition, the lack of domestic research of individual differences relates to all ages, follow up study in-depth case research on instant evaluation. The performance is not conducive to the learning process of students' study comprehensively. Hope more researchers committed to individual differences, find ways to China students to learn a foreign language specific and feasible.

【学位授予单位】：太原理工大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

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