初中级水平汉语学习者的听力焦虑研究

发布时间：2018-04-17 11:23

本文选题：汉语听力焦虑 + 二语习得　；参考：《南京大学》2012年硕士论文

【摘要】：在“以学习者为中心”理念的影响下,第二语言习得研究中对学习者个体因素的研究不断深入。外语焦虑是影响二语学习者的重要个体因素,语言教学界对外语焦虑的研究来源已久。随着外语焦虑研究角度的铺开,针对语言学习中听、说、读、写四项基本技能的焦虑研究逐渐出现,但对听力焦虑的专门研究相对较少,汉语二语研究中更不多见。本文旨在了解初中级水平汉语学习者听力焦虑的具体情况,探讨可能的影响因素,尝试对汉语二语听力学习和教学中的焦虑问题提出建议。本文首先回顾了外语焦虑和听力焦虑的主要研究成果,为本文研究的理论基础、研究内容和操作方法提供借鉴。参考国内外听力焦虑研究方法,结合本文研究需要设计了面向初中级水平汉语学习者的听力焦虑量表。随机调查不同国家初中级水平汉语学习者,并运用SPSS软件的描述统计、非参数检验、多元线性回归、Pearson相关、方差分析和因子分析等方法对数据进行了分析。数据分析结果显示,就总体情况而言,初中级水平学习者在要求独立运用听力知识和技能的听力考试情境下,听力焦虑程度较高；相对的,在能够帮助学习者获得听力知识、提升听力技能的听力课堂情境下,听力焦虑程度较低；听力水平并不影响学习者听力学习和日常交流的意愿。本文进一步考察了性别、年龄、国别、已学汉语时间、听力焦虑自我评价和听力自我效能感等个体因素在初中级水平学习者听力焦虑程度上的表现。数据分析结果发现,不同性别和不同国别在听力焦虑程度上并不构成统计学上的显著差异；年龄、已学汉语时间与听力焦虑程度在统计学上的相关性几乎可忽略,但这些客观个体因素在个别子项目和一些具体听力焦虑情况上存在差异表现。听力焦虑自我评价与个人听力焦虑程度呈低程度的正相关,听力自我效能感与个人听力焦虑程度呈低程度的负相关。为了进一步考察对初中级水平汉语学习者听力焦虑程度有主要影响的子项目,本文通过多元线性回归分析和特别的探索性因子分析得出,与听力水平有关的焦虑和与听力环境有关的焦虑对初中级水平汉语学习者的听力焦虑有较大影响。本文最后总结了本次调查的研究结论。并提出了从听力教学、听力教材、听力策略引导和听力焦虑舒缓等方面应对初中级水平汉语学习者听力焦虑的建议。听力教学方面,对学习者的听力焦虑情况应尽量做具体的分析,帮助学生提高自身听力水平,在不同听力情境下有效发挥教学和辅助听力的作用。听力教材方面,应合理地处理教材中关于中国文化的内容,应重视录音作为听力教材重要配套硬件的作用。听力策略引导方面,主要将重点放在获得可理解输入。听力焦虑舒缓方面,可尝试营造和使用熟悉的听力场景和模式。
[Abstract]:Under the influence of "Learner-centered" concept, the study of learner's individual factors in second language acquisition (SLA) has been deepened.Foreign language anxiety is an important individual factor affecting second language learners.With the development of foreign language anxiety research, anxiety studies on listening, speaking, reading and writing in language learning have emerged gradually, but there are relatively few researches on listening anxiety, and less on Chinese second language research.The purpose of this paper is to find out the specific situation of listening anxiety of Chinese learners at the junior and middle levels, to explore the possible influencing factors, and to try to give some suggestions on the anxiety in the learning and teaching of Chinese second language listening.Firstly, this paper reviews the main research results of foreign language anxiety and listening anxiety, which provides a reference for the theoretical basis, research content and operational methods of this study.According to the research methods of listening anxiety at home and abroad and the needs of the present study, a listening anxiety scale for Chinese learners at the junior and middle levels is designed.A random survey of Chinese learners at the junior and middle levels in different countries was carried out, and the data were analyzed by SPSS software, non-parametric test, Pearson correlation of multiple linear regression, variance analysis and factor analysis.The results of data analysis show that, in general, junior and middle level learners have a higher level of listening anxiety in listening test situations where independent use of listening knowledge and skills is required; in contrast, they can help learners acquire listening knowledge.The listening anxiety level is lower in the listening classroom context where listening skills are improved, and listening proficiency does not affect the learners' willingness to learn listening and communicate daily.This paper further investigates the individual factors such as gender, age, country, time of learning Chinese, self-evaluation of listening anxiety and self-efficacy of listening.The results of data analysis showed that there was no significant difference in listening anxiety between different gender and country, and the correlation between age, time of learning Chinese and the degree of listening anxiety was almost negligible.But these objective individual factors are different in individual subitems and some specific listening anxiety.The self-evaluation of listening anxiety is positively correlated with the degree of individual listening anxiety, and the sense of self-efficacy of listening is negatively correlated with the degree of individual listening anxiety.In order to further investigate the subitems that have a major impact on the listening anxiety of Chinese learners at the junior and middle levels, this paper draws a conclusion by multiple linear regression analysis and special exploratory factor analysis.Anxiety related to listening level and listening environment have great influence on listening anxiety of Chinese learners at junior and middle level.Finally, the conclusion of this investigation is summarized.The author also puts forward some suggestions on how to deal with the listening anxiety of primary and middle level Chinese learners from the aspects of listening teaching, listening teaching materials, listening strategy guidance and listening anxiety relief.In the aspect of listening teaching, we should make a concrete analysis of learners' listening anxiety, help students to improve their listening level, and play an effective role in teaching and assisting listening in different listening situations.In the aspect of listening teaching materials, the contents of Chinese culture should be dealt with reasonably, and the role of audio recording as an important supporting hardware of listening textbooks should be emphasized.In listening strategy guidance, emphasis is placed on getting comprehensible input.In listening anxiety relief, try to create and use familiar listening scenes and patterns.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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