初级水平泰国留学生听力理解学习策略研究

发布时间：2018-04-23 09:00

本文选题：初级汉语 + 泰国留学生　；参考：《西南大学》2013年硕士论文

【摘要】：本文以在西南大学文学院学习汉语的80名初级水平泰国留学生为研究对象,主要采用问卷和访谈的方式,借助SPSS12.0软件调查他们在学习听力时使用学习策略的情况。同时,本文以认知心理学和第二语言习得研究为理论基础,分析探讨听力学习策略与听力成绩之间的关系,男女学习者使用听力学习策略的情况以及学习动机与听力成绩和策略选择之间的关系。本文共分五个部分。第一部分从国内外研究现状及听力理解学习策略的重要性出发,阐述本次研究的调查对象、选题缘由、研究目的、研究工具和学习策略理论等,并且阐述听力理解的过程。第二部分首先介绍国内外关于学习策略,尤其是听力理解学习策略的研究状况。第三部分介绍本文的调查程序和实施方案。第四部分通过SPSS12.0软件得出的数据,描述并分析产生此结果的因素。第五部分根据结果提出教学建议。第六部分总结研究结果,指出本次研究的不足之处及对进一步研究的展望。通过此次调查,本文得出如下结论：(1)初级水平泰国留学生使用三大策略频率从高到低依次是：认知策略、社会／情感策略、元认知策略。(2)三大听力理解学习策略与听力成绩均表现为正相关关系。其中,元认知策略与成绩相关性最高。(3)男女学习者在学习策略的使用上有差异。目标和计划策略、监控和评估策略以及重新组织策略都是男女生不常使用的策略。推测策略是男女生最常使用的学习策略。女生比男生更多使用笔记策略,而男生比女生更多使用提问策略。(4)高分组与低分组学习者在元认知策略上的差异性最大。高分组学习者比低分组学习者更多使用目标和计划策略及监控和评估策略。在认知策略上,低分组学习者比高分组学习者更多使用母语策略。根据此次调查的结果,本文对初级水平泰国留学生学习汉语听力提出如下建议：(1)加强元认知策略培训,通过听前准备、听时监控和听后评价,强化学习者使用元认知的意识,通过听力学习情况自评单的形式评价和监控听力学习；(2)培养学习者使用具体认知策略,包括笔记策略、推测策略等,调节听力进程,加深记忆,整合材料,以达到提高听力水平的目的；(3)鼓励学习者使用社会/情感策略,通过交流和自省的方式促进听力学习。
[Abstract]:Based on the study of cognitive psychology and second language acquisition , this paper analyzes the relationship between listening learning strategy and listening achievement , the use of listening learning strategies by both sexes , and the relationship between learning motivation and listening achievement and strategy choice .

This paper is divided into five parts . The first part starts from the research situation and the importance of listening comprehension learning strategies at home and abroad , expounds the object of this study , the reasons for choosing the subject , the research purpose , the research tool and the learning strategy theory , etc . , and expounds the course of listening comprehension . The second part introduces the investigation procedure and the embodiment of this paper . The fourth part presents the teaching suggestions through the SPSS 12.0 software . Part VI summarizes the results of the study , points out the shortcomings of this study and prospects for further research .

Through the investigation , the following conclusions are drawn as follows : ( 1 ) There is positive correlation between cognitive strategy , social / affective strategy and meta - cognitive strategy .

Based on the results of this survey , this paper puts forward the following suggestions for the study of Chinese listening comprehension of students in primary level : ( 1 ) To strengthen the training of itive strategy training , to strengthen the awareness of learner ' s use of meta - cognition through pre - listening preparation , listening time monitoring and post - listening evaluation , and to evaluate and monitor hearing learning in the form of self - assessment questionnaire through hearing learning .
( 2 ) To train the learners to use specific cognitive strategies , including note strategies , speculation strategies , etc . , to adjust the listening course , deepen the memory and integrate the materials to achieve the purpose of improving the hearing level ;
( 3 ) Encourage learners to use social / emotional strategies to promote hearing learning through communication and introspection .

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】