中级阶段留学生汉语词汇学习策略调查

发布时间：2018-06-22 23:01

本文选题：中级阶段 + 词汇学习策略　；参考：《复旦大学》2012年硕士论文

【摘要】：本文在已有研究的基础上,对中级阶段留学生汉语词汇学习结合自身的思考和调查实践,采用spss数据统计分析,得出如下结论：(1)中级阶段留学生普遍采用各种策略学习汉语词汇；其中活用策略使用得最多,其次是社会情感策略,元认知策略使用得最少。(2)不同国籍的被试在社会情感策略上、在资源策略上都有显著性差异；在其他变量上没有显著性差异。在社会情感策略上,欧美与韩国,欧美与日本留学生在0.05的水平上有显著性差异。(3)低分组、中分组、高分组三组被试在元认知策略、社会情感策略方面在0.05的水平上差异显著：而在认知策略、活用策略上,高分组与低分组、中分组在0.05的水平上差异显著,中分组、低分组差异在0.05的水平上不显著；在资源策略上,高分组、中分组与低分组差异显著,高分组与中分组差异不显著。五大词汇学习策略中,元认知策略、社会情感策略、认知策略与学习成绩高度相关,资源策略、活用策略与学习成绩中等程度相关。
[Abstract]:On the basis of the existing research, this paper uses spss data to analyze the Chinese vocabulary learning of international students in the intermediate stage in combination with their own thinking and investigation practice. The conclusions are as follows: (1) International students in intermediate stage generally use various strategies to learn Chinese vocabulary, among which flexible strategies are used most frequently, followed by social affective strategies. The use of metacognitive strategies was the least. (2) there were significant differences in social affective strategies and resource strategies among subjects of different nationalities, but there was no significant difference in other variables. In terms of social affective strategies, there were significant differences in the level of 0.05 between Europe and America and South Korea, European and American students and Japanese students. (3) there were three groups in metacognitive strategies: low group, middle group, high score group, and so on. In the aspect of social affective strategies, there were significant differences at the level of 0.05: in cognitive strategies and active strategies, there were significant differences between the high score group and the low group, the middle group had significant difference in the level of 0.05, the middle group and the low group had no significant difference at the level of 0.05; In terms of resource strategy, there was significant difference between high score group, middle group and low group, but no significant difference between high score group and middle group. Among the five major vocabulary learning strategies, metacognitive strategies, social affective strategies, cognitive strategies are highly correlated with academic achievement, resource strategies and flexible strategies are related to the middle degree of learning achievement.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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