汉语学习策略与个体因素的相关性研究

发布时间：2018-04-19 03:23

本文选题：汉语学习 + 学习策略　；参考：《大连理工大学》2009年硕士论文

【摘要】： 语言学习策略(learning strategy)是学生在发展第二语言或外语技能中,促进学习进步而使用的具体的行为、步骤或技巧,它被认为可以促进第二语言或外语的内化、存贮、提取或使用。汉语作为第二语言的学习成功与否受汉语学习策略使用的影响,而学习策略的使用又受诸如性别、年龄、母语、学习汉语时间、汉语水平等个体因素的制约。本文系统翔实的比较和分析了在华外国留学生汉语学习中个体因素同学习策略的相关性。全文主要包括五个部分,第一部分概述了学习策略的界定和分类,并总结了我国目前汉语学习策略研究发展的情况。第二部分为调查研究的设计。第三部分至第五部分为本文的重点,通过对问卷调查结果的分析,探讨了个体因素对学习策略使用的影响,提出了根据个体差异、有效使用学习策略的方法。第三部分是统计数据分析结果和解释。第四部分分析了性别、年龄、母语、学习汉语时间、汉语水平五个个体因素与学习策略的相关性。结果表明整体学习策略不受性别、年龄、母语、学习汉语时间四个个体因素的影响,但受汉语水平的影响;并且,直接策略和间接策略的使用分别受性别和汉语学习时间的影响;在具体的策略中,母语影响元认知策略的使用;年龄、母语、汉语水平影响了社交策略的使用;补偿策略受性别的影响显著;记忆策略则受年龄、汉语水平的影响显著。第五部分基于具体的学习策略受个体因素影响的事实,重点分析了目前留学生学习汉语时使用学习策略存在的问题,并提出了结合个体因素发挥学习策略功效具体方法。尽管各个具体学习策略的合力作用使得整体学习策略与除了汉语水平外的其它个体因素相关性不显著,但在实际中每个具体的学习策略都受到个体因素的不同程度的影响。
[Abstract]:Language learning strategy is a specific action, step or skill used by students to promote learning progress in developing their second language or foreign language skills. It is considered to promote the internalization, storage, extraction or use of a second language or foreign language.The success of learning Chinese as a second language is influenced by the use of Chinese learning strategies, and the use of learning strategies is restricted by individual factors such as gender, age, mother tongue, time for learning Chinese, and the level of Chinese.This paper systematically compares and analyzes the correlation between individual factors and learning strategies in Chinese learning for foreign students in China.The first part summarizes the definition and classification of learning strategies, and summarizes the current development of Chinese learning strategies in China.The second part is the design of investigation and research.The third to fifth parts are the focus of this paper. Through the analysis of the results of the questionnaire, this paper probes into the influence of individual factors on the use of learning strategies, and puts forward a method of using learning strategies effectively according to individual differences.The third part is the statistical data analysis result and explanation.The fourth part analyzes the correlation between gender, age, mother tongue, time of learning Chinese and Chinese proficiency.The results show that the overall learning strategy is not affected by gender, age, mother tongue and time of learning Chinese, but by the level of Chinese.The use of direct and indirect strategies is influenced by gender and learning time; in specific strategies, mother tongue influences the use of metacognitive strategies; age, mother tongue, and Chinese level affect the use of social strategies;Compensation strategies are significantly affected by gender, while memory strategies are significantly influenced by age and Chinese proficiency.Based on the fact that specific learning strategies are influenced by individual factors, the fifth part focuses on the analysis of the problems existing in the use of learning strategies in learning Chinese for foreign students at present, and puts forward a specific method of combining individual factors to give full play to the effects of learning strategies.Although the combined effect of each specific learning strategy makes the overall learning strategy and other individual factors other than the level of Chinese level not significant, in practice, each specific learning strategy is affected by individual factors to varying degrees.
【学位授予单位】：大连理工大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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