日本留学生汉语习得焦虑与成效相关性研究

发布时间：2018-04-20 06:34

本文选题：日本留学生 + 汉语焦虑　；参考：《上海交通大学》2013年硕士论文

【摘要】：本文概述了国内外有关外语焦虑的研究情况，阐述了本研究的基础理论。在此基础上，本文以上海交通大学、复旦大学、华东师范大学以及上海外国语大学的44名日本留学生为研究对象，采用实证研究的方式对其进行了问卷调查以及统计分析，了解了日本留学生汉语学习焦虑的原因，并发现了其汉语习得的成效与焦虑的相关性。研究发现：第一，日本留学生中，汉语课堂焦虑感普遍存在而且较高。接近于三分之一的日本留学生在汉语学习时有较强的焦虑感，而另有接近一半的日本留学生有中等焦虑感。第二，日本留学生汉语焦虑程度受年龄和期望值的影响不大，在一定程度上受性别和主观汉语水平的影响，但二者没有显著的相关性。第三，造成日本留学生汉语焦虑的原因很多，如课堂教学、汉语教学内容、师生互动、汉语测试、竞争以及学习者个人因素等，，其中由于汉语本身的独特性而产生的学习困难最容易引起日本留学生的焦虑情绪。对于不同焦虑组来说，容易引起焦虑的原因各不相同。第四，日本留学生汉语焦虑程度与标准HSK总成绩以及听力和口语成绩呈显著负相关，与阅读和写作没有表现出相关性。对于不同焦虑组，焦虑程度与成绩的相关性各不相同。针对上述分析，本文对对外汉语教师在具体的教学环节上提出了一些参考意见和建议。
[Abstract]:This paper summarizes the research situation of foreign language anxiety at home and abroad, and expounds the basic theory of this study. On this basis, 44 Japanese students from Shanghai Jiaotong University, Fudan University, East China normal University and Shanghai Foreign Studies University are selected as the research objects. This paper explores the causes of anxiety in Chinese learning among Japanese students, and finds out the correlation between the effect of Chinese acquisition and anxiety. The findings are as follows: first, Chinese classroom anxiety is common and high among Japanese students. Close to 1/3 Japanese students have strong anxiety in learning Chinese, while nearly half of Japanese students have moderate anxiety. Second, the degree of Chinese anxiety of Japanese students is not affected by age and expectation, but to some extent by gender and subjective Chinese level, but there is no significant correlation between them. Third, there are many reasons for Japanese students' anxiety in Chinese, such as classroom teaching, Chinese teaching content, teacher-student interaction, Chinese testing, competition and learners' personal factors. Among them, the learning difficulties caused by the uniqueness of Chinese itself are the most likely to cause anxiety among Japanese students. For different anxiety groups, the causes of anxiety are different. Fourth, the Chinese anxiety of Japanese students is negatively correlated with the total scores of HSK, listening and oral English, but not with reading and writing. For different anxiety groups, the correlation between anxiety and achievement was different. In view of the above analysis, this paper puts forward some suggestions and suggestions for TCFL teachers in specific teaching links.
【学位授予单位】：上海交通大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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