蒙古国学生汉语口语表达焦虑探析

发布时间：2018-06-09 21:20

本文选题：蒙古国学生 + 口语焦虑　；参考：《山东大学》2012年硕士论文

【摘要】：随着经济全球化和中国国际地位的日益上升,汉语在全世界得到了广泛推广,口语表达作为一种重要的语言技能,逐渐成为汉语学习者最为看重的交际手段。外国学习者在汉语口语习得过程中存在的焦虑感以及焦虑感对口语习得的影响也越来越受到对外汉语教学及研究领域的重视。目前汉语在蒙古国的普及水平越来越高,但是专门的对蒙汉语口语焦虑研究并不多见。本文旨在研究蒙古国学生在汉语口语表达中的焦虑情况,在综合前人的研究基础上,对蒙古国汉语口语教学现状进行了理论分析,并在理论分析的基础上主要进行了四个问题的研究：第一,蒙古国学生在汉语学习以及汉语的口语学习中是否存在焦虑,前者的焦虑程度对后者有没有影响,哪些是焦虑的集中表现方面,哪些是非集中表现方面；第二,分别考察了不同背景的学生个体在焦虑水平上是否存在差异,引起差异的原因是什么,差异性显著与否；第三,引起蒙古国学生汉语口语表达焦虑的原因是什么,原因集中表现在哪几方面,这几方面的原因对引起的焦虑程度是否存在轻重之别；第四,通过哪些教学建议和具体教学对策来减轻蒙古国学生在汉语口语学习中的焦虑感。论文共包括五部分。第一章是绪论,笔者在绪论部分介绍了课题的研究意义之所在,并且详细介绍了研究背景——蒙古国汉语口语教学现状,和所采用的研究方法。第二章介绍了国内外近年来的关于外语焦虑和口语焦虑的研究综述,主要包括国外对外语焦虑的分类的研究,对外语焦虑和语言学习之间的关系的研究,以及国内英语教学界和对外汉语教学界对外语焦虑的研究,为本文的研究提供了理论铺垫。第三章是本论文的实证研究部分,该部分先是通过小范围访谈大致掌握了蒙古国学生在汉语学习和汉语口语表达中存在焦虑情绪,后通过蒙古国学生个人背景调查表,蒙古国学生汉语课堂焦虑量表,蒙古国学生汉语口语焦虑状况量表,以及蒙古国学生汉语口语表达焦虑原因量表等四份量表为调查工具对调查对象进行调查得出研究所需数据,最后利用社科统计软件Spss17软件包对所得数据分析证明了蒙古国学生汉语口语焦虑现象确实存在,普遍焦虑水平为中等偏高,并得出引起蒙古国学生汉语口语表达焦虑的主要原因。第四章针对蒙古国汉语口语教学现状、研究理论分析和第三章的实证研究所得出的结论,从蒙古国宏观汉语口语教学层面提出了整体的教学建议,并且深入到微观的蒙古国课堂汉语口语教学层面提出了科学可行的教学对策。结语部分总结了本研究的主要发现,本文研究的创新和不足之处,以及对今后研究的进一步反思。
[Abstract]:With the increasing economic globalization and China's international status, Chinese has been widely spread all over the world. As an important language skill, oral expression has gradually become the most important means of communication for Chinese learners. The anxiety of foreign learners in the process of oral Chinese acquisition and the influence of anxiety on oral language acquisition have been paid more and more attention to in the field of teaching and research of Chinese as a foreign language. At present, Chinese is becoming more and more popular in Mongolia, but there are few special researches on the anxiety of spoken Chinese in Mongolian. This paper aims to study the anxiety of Mongolian students in spoken Chinese, based on the previous studies. This paper makes a theoretical analysis on the present situation of oral Chinese teaching in Mongolia, and mainly studies four questions on the basis of theoretical analysis: first, whether there is anxiety in the learning of Chinese and spoken Chinese among Mongolian students; The degree of anxiety of the former has no effect on the latter, which is the concentrated performance of anxiety, which is non-centralized; second, the students from different backgrounds are investigated whether there are differences in anxiety level. What is the cause of the difference, whether the difference is significant or not; third, what is the cause of anxiety of Mongolian students' spoken Chinese expression, and what aspects of the cause are concentrated in it. Fourth, which teaching suggestions and specific teaching strategies to alleviate Mongolian students' anxiety in oral Chinese learning. The thesis consists of five parts. The first chapter is the introduction. In the introduction part, the author introduces the significance of the research, and introduces in detail the research background-Mongolian oral Chinese teaching status, and the research methods adopted. The second chapter introduces the recent researches on foreign language anxiety and spoken language anxiety at home and abroad, including the classification of foreign language anxiety and the relationship between foreign language anxiety and language learning. The research on foreign language anxiety in the field of English teaching and Chinese teaching as a foreign language provides a theoretical basis for this study. The third chapter is the empirical research part of this thesis. Firstly, the author grasps the anxiety of Mongolian students in Chinese learning and spoken Chinese expression through a small number of interviews, and then through the Mongolian students' personal background questionnaire. The Chinese classroom anxiety scale for Mongolian students, the anxiety status scale for Chinese spoken language for Mongolian students, and the reasons for anxiety in spoken Chinese expression of Mongolian students were used as the investigation tools to obtain the data needed for the study. Finally, the statistical software SPSS17 is used to analyze the data obtained, and it is proved that the phenomenon of spoken language anxiety of Mongolian students does exist, and the general anxiety level is on the high side. The main causes of anxiety in spoken Chinese expression of Mongolian students are obtained. The fourth chapter aims at the present situation of oral Chinese teaching in Mongolia, studies the theoretical analysis and the conclusions of the empirical study in Chapter three, and puts forward the overall teaching suggestions from the macro level of oral Chinese teaching in Mongolia. Furthermore, the author puts forward scientific and feasible teaching countermeasures to the micro level of Mongolian oral Chinese teaching. The conclusion summarizes the main findings of this study, the innovation and shortcomings of this study, and further reflection on the future research.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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