日韩来华留学生汉语口语学习焦虑及对策研究

发布时间：2018-07-29 12:21

【摘要】：焦虑对外语学习有着不可忽视的影响,一直以来也引起了不少国内外的关注。自上世纪80年代起,语言学家、语言教师、心理学家等就从不同的角度针对外语学习中的焦虑进行过研究,我们在前人的理论指导下对外语学习的焦虑有了越来越清晰的认识。国内对于外语学习语言焦虑的研究相较与国外来说还是比较薄弱的,特别是以汉语学习焦虑作为对象的研究才刚刚起步,不过重点大多在口语焦虑的研究上,其他语言技能像是“听”、“读”、“写”焦虑的研究则放在次要位置。随着汉语国际化的推动,对汉语学习口语焦虑的研究势必更为深入和广泛。本研究就在国内外关于外语学习口语焦虑的研究理论和成果之上,结合部分日韩留学生学习汉语的实际情况,对他们在汉语学习中的口语焦虑进行了多方面的研究。本研究以青岛部分日韩留学生为调查对象,运用调查问卷、访谈以及Alpha可靠性分析、项目分析等科学方法,从影响日韩学生口语焦虑的几项因素入手进行分析,主要内容包括焦虑指数分析,各不同因素的差异显著性检验等。在影响日韩学生口语焦虑的几项因素方面,我们考察了五项因素,并得出结论：1)留学生中男生相对于女生来说,其汉语学习中口语焦虑值较高。2)学习汉语的年限较长的学生,对于新接触到的汉语语言材料和规则不再感到陌生,口语焦虑感较之于年限短的学生来说较低。3)有明确目标的学生,在学习上有动力,一定程度上削弱了焦虑感,较之于没有明确希望的学生感焦虑更低。4)自我评价较低的学生口语焦虑要高,这可能与其首先对自我的否定,从而在汉语学习的过程中缺乏战胜困难的勇气有关,较之于自我评价较高的学生对于汉语学习更充满忧虑。5)性格特征越外向的人焦虑感越弱,越内向的人其焦虑感越强,同时兼有两种性格特征的人焦虑感程度居中。以上研究结论表明,日韩学生汉语口语焦虑确实存在,性别、学习年限、目标设定、自我评价和性格与汉语口语焦虑也有一定的关联,而且这些不同个体因素的学生,他们的焦虑表现也有所不同。基于以上研究成果,笔者针对教师与学生两个方面提出了消除日韩学生口语焦虑的相应对策,以期对对外汉语教学有所启示。一是从学生的角度来看,比如要设定具体明确又符合自己实际水平的目标；树立正确的适合自己的一套学习理念；养成预习、复习的好习惯,增强对新知识的接受能力和领悟能力等等。二是从教师的角度来看,比如要运用贴切的体态语,拉近师生距离,构建和谐、亲切的师生关系；熟练运用多媒体,启发式地引领学生学习,激发学生的口语表达欲望；注意提问的科学方式以及对学生回答的适时、适当的反馈；合理安排有效、有趣的课堂活动,为学生营造出轻松、高效的学习氛围,降低学生的焦虑感；选取适合学生水平的教材等等。
[Abstract]:Anxiety has great influence on foreign language learning and has attracted much attention both at home and abroad. Since 1980s, linguists, language teachers and psychologists have studied anxiety in foreign language learning from different angles. Under the guidance of previous theories, we have a clearer understanding of anxiety in foreign language learning. The study of foreign language anxiety in China is still relatively weak compared with foreign countries, especially the study of Chinese learning anxiety is just beginning, but most of the focus is on spoken language anxiety. Other language skills such as listening, reading, and writing anxiety are secondary. With the promotion of Chinese internationalization, the study of spoken language anxiety is bound to be more in-depth and extensive. On the basis of the theories and achievements of foreign language learning spoken language anxiety at home and abroad, this study studies the oral anxiety of some Japanese and Korean foreign students in Chinese learning from many aspects. In this study, some Japanese and Korean students in Qingdao were selected as the research objects. By using the scientific methods such as questionnaire, interview, Alpha reliability analysis and project analysis, the author analyzed the factors that affect the oral anxiety of Japanese and Korean students. The main contents include the analysis of anxiety index and the significance test of different factors. In terms of several factors affecting the oral anxiety of Japanese and Korean students, we investigated five factors, and concluded that: (1) among the students studying Chinese, the male students had a higher anxiety value of spoken language than the female students) and the students who had a longer period of learning Chinese were found to have a higher anxiety value in the study of Chinese. No longer unfamiliar with new Chinese language materials and rules, oral anxiety is less than that of short-lived students.) students with clear goals have motivation to learn, which weakens anxiety to a certain extent. Students with lower self-evaluation have higher oral anxiety than those who have no explicit hope. This may be related to their first negation of self and the lack of courage to overcome difficulties in the process of learning Chinese. Compared with the students with higher self-evaluation, they were more worried about Chinese learning.) the more extroverted, the more introverted, the more anxious, the more anxious the degree of anxiety was in the middle. The above conclusions show that the Japanese and Korean students' Chinese speaking anxiety does exist, gender, study years, goal setting, self-evaluation and personality are also related to Chinese spoken language anxiety, and these different individual factors of students, Their anxiety also varies. Based on the above research results, the author puts forward the corresponding countermeasures to eliminate the oral anxiety of Japanese and Korean students from two aspects: teachers and students, in order to enlighten the teaching of Chinese as a foreign language. First, from the students' point of view, for example, to set specific and clear goals that are in line with their actual level; to establish a correct set of learning concepts suitable for themselves; and to develop a good habit of preparing and reviewing. Enhance the ability to accept and understand new knowledge, etc. Second, from the teacher's point of view, such as to use appropriate body language, close the distance between teachers and students, build a harmonious, cordial teacher-student relationship, skilled use of multimedia, heuristic guidance of students to learn, stimulate students' desire for oral expression; Pay attention to the scientific way of asking questions and the timely and appropriate feedback to the students, arrange the effective and interesting classroom activities reasonably, create a relaxed and efficient learning atmosphere for the students, and reduce the students' anxiety; Choose the appropriate teaching materials for the students, and so on.
【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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