泰国学生汉语口语学习策略的研究

发布时间：2018-11-09 09:38

【摘要】：随着全球“汉语热”的不断升温,学习汉语的外国人越来越多,对汉语作为第二语言学习的研究就显得尤为重要。但是到目前为止,国内外关于第二语言学习策略的研究大多集中于对英语作为第二语言的研究上,对于汉语作为第二语言的研究相对较少,并且具体到微观的学习策略方面,对汉语口语的学习策略研究更是少之又少。笔者在泰国进行汉语教学两年,得以便利地收集到直接资料,进而尝试对泰国学生学习汉语口语时所采用的学习策略进行考查研究.。本文简要介绍了泰国汉语口语教学现状,并指出学生学习汉语口语时存在的问题,发现他们经常使用的学习策略和需要改善的地方,以帮助他们更好地学习汉语口语。目前,笔者仍未见专门针对泰国学生汉语口语学习策略的研究,希望借此研究能够改善他们的汉语口语学习方法,提高学习效率,进而提高他们的汉语口语水平。本文介绍了学习策略的几种定义和分类方法及其影响因素,并介绍了第二语言口语学习策略及测量方法,其中重点说明了本文要采用的调查问卷法和访谈法。在调查问卷法的介绍中,笔者详细介绍了Oxford设计的学习策略量表。该量表涉及听说读写四种技能领域,笔者从中找到适合汉语口语的语言学习策略,再进一步研究汉语口语特殊的学习策略。本研究采用问卷调查的方法,考察泰国学生汉语口语学习策略的应用情况和被试者的一些基本信息,并借用期末考试口语成绩来代表口语的习得效果。然后笔者使用SPSS软件对调查所得到的数据进行统计分析,探讨泰国学生学习汉语口语时学习策略的使用情况及其与习得效果之间的关系。目前国内有不少研究汉语作为第二语言学习策略的论文,但研究口语学习策略的论文仅有少数的几篇。本论文研究针对泰国学生的汉语口语学习策略,有利于改善他们的学习方法,提高学习效率,这将是本文的一个创新。研究表明,泰国学生学习汉语口语时,最常用的学习策略是补偿策略,其次是认知策略,再次是社交策略和记忆策略,最不常用的是情感策略和元认知策略。年级在学习策略的总体使用上没有显著差异。性别在学习策略的总体使用和六类具体学习策略使用上都没有显著差异。泰国学生学习汉语口语时,高分学习者比低分学习者更经常使用补偿策略。他们使用的情感策略和习得效果呈显著负相关,而总体和其他策略与习得效果无关。最后,笔者根据对研究结果的分析,对泰国学生学习汉语口语给出了建议。
[Abstract]:With the increasing popularity of Chinese in the world, more and more foreigners are learning Chinese, so it is very important to study Chinese as a second language. However, up to now, most of the researches on L2 learning strategies have focused on English as a second language, while the researches on Chinese as a second language have been relatively few and specific to the microcosmic learning strategies. The study of spoken Chinese learning strategies is even less. The author has been teaching Chinese in Thailand for two years, and has been able to collect direct data conveniently, and then try to study the learning strategies used by Thai students in learning Chinese spoken language. This paper briefly introduces the present situation of oral Chinese teaching in Thailand, and points out the problems existing in students' learning of spoken Chinese, and finds out the learning strategies they often use and the areas that need to be improved in order to help them learn oral Chinese better. At present, the author has not found a study on Chinese oral learning strategies for Thai students, hoping that this study can improve their oral Chinese learning methods, improve their learning efficiency, and then improve their oral Chinese proficiency. This paper introduces several definitions and classification methods of learning strategies and their influencing factors, and introduces the strategies and measurement methods of spoken language learning for second language, with emphasis on the questionnaire and interview methods to be adopted in this paper. In the introduction of questionnaire, the author introduces the learning strategy scale designed by Oxford in detail. The scale covers four fields of listening, speaking and reading and writing skills, from which the author finds language learning strategies suitable for spoken Chinese, and further studies the special learning strategies of spoken Chinese. A questionnaire survey was conducted to investigate the application of spoken Chinese learning strategies and some basic information of the subjects in Thailand, and to use the oral scores of the final examination to represent the acquisition effect of oral English. Then the author makes a statistical analysis of the data obtained by using SPSS software to explore the use of learning strategies and the relationship between the learning strategies and the acquisition effects of Thai students in oral Chinese learning. At present, there are many papers on Chinese as a second language learning strategy, but only a few on spoken language learning strategies. In this paper, the study of spoken Chinese learning strategies for Thai students will help to improve their learning methods and improve their learning efficiency, which will be an innovation in this paper. The study shows that the most commonly used learning strategies are compensation strategies, cognitive strategies, social strategies and memory strategies, and affective strategies and metacognitive strategies. There is no significant difference in the overall use of learning strategies. There is no significant difference in the overall use of learning strategies and the use of six specific learning strategies. Thai students use compensatory strategies more often than low-score learners when learning oral Chinese. The affective strategies they used were negatively correlated with the acquisition effects, while the overall and other strategies were not related to the acquisition effects. Finally, based on the analysis of the results, the author gives some suggestions for Thai students to learn spoken Chinese.
【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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