泰国初中生汉语学习焦虑状况以及成因研究

发布时间：2018-06-05 23:24

本文选题：泰国初中生 + 汉语学习　；参考：《广西大学》2012年硕士论文

【摘要】：自20世纪80年代Horwitz等人提出外语学习焦虑这个概念以来,不同的学者在不同的时期不同的地方对外语学习焦虑进行研究和探索,发现这种学习焦虑对学习者的学习有着不容忽视的影响。本文在国内外学者的研究基础上，，对泰国初中生汉语学习焦虑状况和成因进行比较深入的分析。本研究以泰国红统府萨迪安通学校120名泰国初一的学生为主要调查对象,通过由个人信息调查问卷、汉语课堂焦虑量表、汉语学习焦虑原因调查问卷三部分组成的研究工具以及个人访谈的途径进行调查,结合SPSS社会科学统计软件包的使用,经过科学合理的定量统计和定性分析的方法对泰国初中生汉语学习焦虑的总体情况、各焦虑组的焦虑情况、与焦虑程度相关的个体因素、语言四项基本技能(听、说、读、写)焦虑以及焦虑产生的原因进行研究。关于泰国初中生汉语学习焦虑状况的研究结果发现主要有：(1)他们的焦虑感是普遍存在的,将近一半的学生有着较高的焦虑值,将近80%的学生受到中高等汉语焦虑的影响。(2)高焦虑组的学生不愿主动回答老师问题,而让他们不得不说话的时候,焦虑感最高；中等焦虑组的学生汉语考试焦虑比较高,但中等焦虑组的学生的口语焦虑值不高。关于泰国初中生汉语学习焦虑与相关因素的关系研究结果主要有：(1)女生的焦虑平均值略高于男生的焦虑平均值,不同性别与焦虑水平在统计学上没有多大的关系。(2)外向型学生的焦虑程度最高、内向型学生的最低,两者性格兼有的学生的居中间,但性格的不同与焦虑在统计学上没有相关性。(3)泰国初中生的自我汉语水平评价与焦虑程度在统计学上呈负相关的关系,自我汉语水平评价越高,焦虑程度就越低。(4)自我期望值与焦虑在统计学上并不相关。(5)他们的阅读和写作焦虑高于听力口语焦虑。关于泰国初中生汉语学习焦虑原因的研究结果主要有：(1)关于汉语本身因素最能引起泰国学生的焦虑感,同时关于学生自身因素的焦虑原因,包括大多情况下不能判断对错,学习没有信心,容易紧张,没有有效的学习方法等也都比较容易引起他们焦虑。(2)最不可能使学生产生焦虑的前五大原因主要属于“文化背景”、“教材内容”以及“教师教学方法”。(3)引起高焦虑组学生的焦虑原因主要是关于教师教学方法技巧,而引起中焦虑组焦虑的原因主要是关于教师教学策略以及学生之间的竞争,引起低焦虑组焦虑的原因主要是关于教材内容。最后,在以上所有结论的基础上,笔者针对泰国初中生提出了一些改善学习焦虑的教学对策和建议,希望对泰国的对外汉语教学有一定启示作用。
[Abstract]:Since Horwitz et al put forward the concept of foreign language learning anxiety in the 1980s, different scholars have studied and explored foreign language learning anxiety in different places at different times. It is found that this kind of learning anxiety can not be ignored. Based on the research of scholars at home and abroad, this paper makes a deep analysis of Chinese learning anxiety of Thai junior high school students. In this study, 120 primary school students from Sadiantong School of Red Unification in Thailand were selected as the main subjects, and the Chinese classroom anxiety scale was investigated by the questionnaire of personal information, the Chinese classroom anxiety scale, and the Chinese language classroom anxiety scale. The research tools composed of three parts of the Chinese Learning anxiety Survey questionnaire and the ways of personal interviews are investigated, combined with the use of SPSS social science statistical software package. Through scientific and reasonable quantitative statistics and qualitative analysis, the general situation of Chinese learning anxiety of Thai junior high school students, the anxiety of each anxiety group, the individual factors related to anxiety degree, the four basic language skills (listening, speaking, reading, etc. Write) anxiety and the causes of anxiety are studied. The results of the study on the Chinese learning anxiety of Thai junior high school students found that the main anxiety was: 1) their anxiety was widespread, and nearly half of the students had higher anxiety values. Nearly 80% of the students were affected by the anxiety in the middle and higher Chinese language.) the students in the high anxiety group did not want to answer the teacher's questions voluntarily, but when they had to speak, they had the highest sense of anxiety, while the students in the medium anxiety group had higher anxiety in the Chinese examination. However, the oral anxiety of the students in the medium anxiety group was not high. The main results of the study on the relationship between Chinese learning anxiety and related factors of Thai junior high school students are: (1) the average anxiety of female students is slightly higher than that of male students. The degree of anxiety of extroverted students was the highest, and that of introverted students was the lowest. However, there is no statistical correlation between personality difference and anxiety. (3) there is a negative correlation between self-Chinese proficiency evaluation and anxiety degree of Thai junior high school students, and the higher the self-Chinese level evaluation, the higher the self-Chinese level evaluation. The lower the anxiety level, the lower the self-expectation and anxiety. (5) their anxiety in reading and writing is higher than that in oral listening. The main results of the study on the causes of Chinese learning anxiety of Thai junior high school students are as follows: (1) Chinese itself causes the anxiety of Thai students most, and the reasons of anxiety about students' own factors, including the inability to judge right and wrong in most cases, Lack of confidence in learning, easy tension, lack of effective learning methods, etc., are also more likely to cause their anxiety.) the top five causes of anxiety that are least likely to cause anxiety to students mainly belong to the "cultural background." The causes of anxiety of students in high anxiety group are mainly about teachers' teaching methods and skills, while the causes of anxiety in medium anxiety groups are mainly about teachers' teaching strategies and the competition among students. The main cause of anxiety in low anxiety group is the content of teaching material. Finally, on the basis of all the above conclusions, the author puts forward some teaching strategies and suggestions to improve the learning anxiety of Thai junior high school students, hoping to have some enlightening effect on the teaching of Chinese as a foreign language in Thailand.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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