越南大学生汉语学习动机研究

发布时间：2018-07-13 20:49

【摘要】：本研究针对越南大学汉语专业学生探讨了认知、情感和社会因素对学习动机的影响。笔者先运用Gardner社会心理学动机模式中的动机取向考察了融合性动机取向和工具性动机取向在越南汉语学习者的表现,续而考察学生个体因素对学生动机因素产生的影响,结合融合性动机取向和在认知心理学动机研究领域有重要影响的期望价值理论,讨论和动机因素有显著相关性的赋予学习目标的价值,采用第二语言课堂教学的学生动机的激发的原则,讨论和动机因素有显著相关的教师行为。本研究采用问卷调查方法。笔者参考了越南汉语学习情况,结合了R. C. Gardner等设计的AMTB态度、动机测验量表及Dornyei的三个层面动机模式设计了越南学生汉语学习动机问卷。问卷包括59个问卷题。调查对象是149名在顺化外语大学中文系一年级和四年级学习的越南学生。本研究采用SPSS18.00作为数据统计工具,数据分析方法涉及因子分析、相关分析以及信度分析,经过反复检测后,删除不显著相关性的问卷题和问卷表,最后确立动机因素和变量之间的关系。研究发现汉语学习动机的越南大学生中,融合性动机取向是主要的动机取向,它比工具性动机取向对学生的学习的影响更强烈。期望价值理论中的期望、价值因素和融合性动机取向、工具性动机取向存在显著的相关性。四年级汉语学习的学生的赋予学习目标的价值观高于一年级的学生。此外,研究也发现,年级越高工具性动机越强。对学习焦虑的研究发现,一年级学生对学习的焦虑度高于四年级学习的学生。对老师的评价,男生对老师的不满意度高于女生。本研究也验证了不同国家,不同社会、不同学习背景,其第二语言学习环境的动机也会有所不同。在越南,期望价值理论中的赋予学习目标的价值是影响越南大学生汉语学习动机的主要因素。根据本研究的结果,最后本文还从提高学生汉语学习动机的角度,对教师的教学提出了一些建议,以丰富越南对汉语的教学经验。
[Abstract]:This study aims to explore the influence of cognitive, emotional and social factors on learning motivation in Vietnamese University of Chinese language majors. The author first investigates the performance of Chinese learners in Vietnamese Chinese by using the motivation orientation in the Gardner social psychology motivation model. The effects of motivation factors, combined motivation orientation and the expected value theory which have important influence in the field of cognitive psychology motivation, discuss the value that has significant relevance to the motivation factors and the principle of motivational motivation in the second language classroom teaching, and the discussion and motivation factors are significant. Related teacher behavior.
This study adopts the questionnaire survey method. I refer to the learning situation of Vietnamese Chinese, combined with the AMTB attitude designed by R. C. Gardner, the motivation test scale and the three level motivation model of Dornyei. The questionnaire of Chinese learning motivation of Vietnamese students is designed. The questionnaire includes 59 questionnaires. The target of the adjustment is 149 in the Chinese Department of Shun Hua University. This study used SPSS18.00 as a data statistical tool. The data analysis method involved factor analysis, correlation analysis and reliability analysis. After repeated tests, it deleted the questionaire and questionnaire that had no significant correlation. Finally, the relationship between motivation factors and variables was established.
The study found that among Vietnamese students of Chinese learning motivation, fusion motivation orientation is the main motivation orientation. It has stronger influence on students' learning than instrumental motivation. There is a significant correlation between expectation, value factor and fusion motivation orientation and instrumental motivation orientation in the theory of expected value. Chinese learning in Grade Four In addition, the study also found that the higher the grade, the higher the instrumental motivation. The study of learning anxiety found that the degree of anxiety of the first grade students was higher than that of the students in grade four. The motivation of the second language learning environment is also different from different countries, different societies and different learning backgrounds. In Vietnam, the value given to learning goals in the theory of expected value is the main factor affecting the Chinese learning motivation of Vietnamese college students.
According to the results of this study, finally, from the perspective of improving the students' motivation to learn Chinese, some suggestions are put forward to enrich the teaching experience of Vietnamese to Chinese.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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