来华留学生情感因素对其汉语习得的影响研究

发布时间：2017-10-11 03:37

本文关键词：来华留学生情感因素对其汉语习得的影响研究

【摘要】：随着我国经济文化和对外教育事业的发展,来华留学生人数迅速增加。来华留学生的汉语习得研究对对外汉语教学具有重要的现实意义。在全球化和汉语热的背景之下,对外汉语教学的相关研究已逐步提升为当下“文化知识和情感态度等”各因素影响的综合性研究。情感因素对来华留学生汉语习得的效果起着关键作用。目前,国内研究者对来华留学生汉语习得的实证研究相对较少,本研究将弥补这一缺憾,采用已修订完善的情绪智力测试量表、汉语课堂焦虑量表和汉语学习策略量表,探讨了湖南几所高校来华留学生的情感因素对其汉语习得的影响。本研究采用修订的Salovey and Mayer的“情绪智力量表”、Horwits等人设计的“汉语课堂焦虑量表”和Oxford的“语言学习策略量表”,对随机抽取的251名来华留学生开展了研究,并运用社会科学统计软件SPSS17.0对数据进行分析,探讨了来华留学生情感因素对汉语习得的影响,研究了变量之间的关系,尝试建构了以学习策略为中介变量的中介模型,该变量调节学习焦虑、情绪智力和汉语水平测试成绩之间的关系。该研究表明:(1)来华留学生的情绪智力在汉语习得中处于中等或较高水平,在年龄因素方面没有显著性差异,但在性别因素方面,高/低分组方面存在显著性差异。(2)来华留学生的焦虑值在汉语习得中处于中等水平,在年龄因素方面没有显著性差异,但在性别因素方面,高/低分组因素方面存在显著性差异。(3)来华留学生在汉语习得中使用频率最高的是情感策略,最低的是记忆策略。在年龄因素方面没有显著性差异,但在性别因素方面、高/低分组因素方面存在显著性差异。(4)来华留学生的情绪智力与汉语水平测试成绩呈显著正相关关系,汉语学习焦虑与汉语水平测试成绩呈显著负相关关系,汉语学习策略与汉语水平测试成绩呈显著正相关关系。
【关键词】：来华留学生 情绪智力 学习焦虑 学习策略 汉语习得
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
【目录】：

摘要5-6
ABSTRACT6-11
Abbreviations11-15
Introduction15-18
Chapter 1 Literature Review18-35
1.1 Studies on Language Anxiety18-23
1.1.1 Definition and Theory of Language Anxiety18-20
1.1.2 Studies on Language Anxiety Abroad20-21
1.1.3 Studies on Language Anxiety in China21-23
1.2 Studies on Emotional Intelligence23-28
1.2.1 Definition and Theory of Emotional Intelligence23-25
1.2.2 Studies on Emotional Intelligence Abroad25-27
1.2.3 Studies on Emotional Intelligence in China27-28
1.3 Studies on Learning Strategy28-35
1.3.1 Definition and Theory of Learning Strategy28-31
1.3.2 Studies on Learning Strategy Abroad31-32
1.3.3 Studies on Learning Strategy in China32-35
Chapter 2 Research Design35-40
2.1 Research Questions35
2.2 Research Method35-40
2.2.1 Research Subjects36-38
2.2.2 Research Instruments38-40
Chapter 3 Results and Discussion40-84
3.1 Analysis of Internal Consistency of Questionnaires40-41
3.2 Overview of Affective factors of Foreign Students in China41-45
3.2.1 Overall Situation of Emotional Intelligence41-42
3.2.2 Overall Situation of Chinese Classroom Anxiety42-44
3.2.3 Overall Situation of Language Learning Strategy44-45
3.3 Gender Differences in Affective Factors of Foreign Students in China45-52
3.3.1 Gender Difference of Emotional Intelligence45-48
3.3.2 Gender Difference of Chinese Classroom Anxiety48-50
3.3.3 Gender Difference of Language Learning Strategy50-52
3.4 Age Differences in Affective Factors of Foreign Students in China52-61
3.4.1 Age Difference of Emotional Intelligence53-56
3.4.2 Age Difference of Chinese Classroom Anxiety56-59
3.4.3 Age Difference of Language Learning Strategy59-61
3.5 Differences between High and Low Score Groups in Affective Factors ofForeign Students in China61-66
3.5.1 Difference between High and Low Score Groups of EI62-63
3.5.2 Difference between High and Low Score Groups of CCAS63-65
3.5.3 Difference between High and Low Score Groups of SILL65-66
3.6 Correlations Analysis between Affective Factors and HSK Achievements ofForeign Students in China66-74
3.6.1 Correlation Analysis between EI and CCAS of Foreign Students67-69
3.6.2 Correlation Analysis between EI and SILL of Foreign Students69-71
3.6.3 Correlation Analysis between CAAS and SILL of Foreign Students inChina71-72
3.6.4 Correlation Analysis between Affective Factors and HSK Achievementsof Foreign Students in China72-74
3.7 Regression Analysis between Affective Factors and HSK achievements ofForeign Students in China74-84
3.7.1 Regression Analysis between EI and HSK achievement of ForeignStudents in China74-75
3.7.2 Regression Analysis between EI and SILL of Foreign Students in China75-76
3.7.3 Regression Analysis among EI, SILL and HSK Achievement76-77
3.7.4 Mediating Effect of SILL in Relationship between EI and HSKAchievements77-79
3.7.5 Regression Analysis between CCAS and HSK Achievements ofForeign Students in China79-80
3.7.6 Regression Analysis between CCAS and SILL of Foreign Students inChina80-81
3.7.7 Regression Analysis among CCAS, SILL and HSK Achievements81-82
3.7.8 Mediating Effect of SILL in the Relationship between CCAS and HSKAchievements82-84
Conclusion84-88
Bibliography88-94
Acknowledgements94-95
Appendix A (硕士在读期间主要研究成果简介)95-96
Appendix B (情感因素调查问卷)96-106
中文详细摘要106-109