来华自费与非自费留学生汉语学习动机及相关学习策略的对比研究

发布时间：2018-05-07 20:05

本文选题：自费留学生 + 非自费留学生　；参考：《安徽大学》2013年硕士论文

【摘要】：学习动机和学习策略是影响留学生第二语言学习的重要因素,不同学习者的学习动机和学习策略具有不同的特点。目前国内外关于留学生汉语学习动机与学习策略方面的研究已比较多,但大多数都是对不同国籍、不同水平、不同性别的留学生进行调查,对自费与非自费留学生学习动机的调查目前尚少。因此本文在前人研究的基础上,综合运用了文献参阅法、访谈观察法、调查分析法,选取安徽大学48名自费(20人)与非自费(28人)留学生作为被试,以学习动机和学习策略量表为调查工具,并用SPSS19.0软件统计分析了他们的学习动机和学习策略情况及相关性。结果发现： 1、在融入型动机、工具型动机、内在动机、外在动机四大学习动机类型中,融入型动机是留学生最强烈的动机,其中自费留学生的融入型和内部动机比较强烈,非自费留学生的融入型、工具型、内部动机均比较强烈。 2、在社会策略、情感策略、元认知策略、记忆策略、认知策略、补偿策略六类学习策略类型中,非自费留学生的策略使用平均值都普遍高于自费留学生,其中社会策略的使用频率最高,情感策略的使用频率最低。 3、关于学习动机与学习策略的相关性,从总体上来说,对学习者的学习策略影响最大的动机类型是融入型动机,对他们的学习动机影响最大的策略类型是社会策略和补偿策略。其中对于自费留学生来说,融入型动机对策略的影响最大,在影响动机的各类学习策略中,社会策略对动机的影响最大,其次是补偿策略。对于非自费留学生来说,融入型动机、工具型动机和内部动机对策略的影响最大,外部动机对策略影响很小。在影响动机的各类学习策略中,社会策略对动机的影响最大,其次是元认知策略。最后根据研究结果,本论文对留学生学习动机的激发和留学生学习策略的培养提出了一些教学上的建议。
[Abstract]:Learning motivation and learning strategies are important factors affecting foreign students' second language learning. Different learners' learning motivation and learning strategies have different characteristics. At present, there have been many studies on the motivation and strategy of Chinese learning for foreign students at home and abroad, but most of them are foreign students of different nationalities, different levels and different genders. At present, the investigation of self-funded and non-self-funded foreign students' learning motivation is still few. Therefore, on the basis of previous studies, this paper synthetically applies literature reference method, interview observation method, investigation and analysis method, and selects 48 self-funded 20 students and 28 non-self-funded students in Anhui University as the subjects. Using the learning motivation and learning strategy scale as an investigation tool, this paper analyzed their learning motivation and learning strategies and their correlation with SPSS19.0 software. It was found that: 1. Among the four types of learning motivation, integration motivation, instrumental motivation, intrinsic motivation and extrinsic motivation are the strongest motivations for foreign students, among which the integration motivation and internal motivation of the students at their own expense are relatively strong. Non-self-funded students of the integration type, tool-type, internal motivation are relatively strong. 2. Among the six types of learning strategies, such as social strategy, affective strategy, metacognitive strategy, memory strategy, cognitive strategy and compensation strategy, the average value of strategy use of non-self-funded students is generally higher than that of self-funded students. Among them, social strategy use frequency is the highest, affective strategy use frequency is lowest. 3. As to the correlation between learning motivation and learning strategy, generally speaking, the type of motivation that has the greatest influence on learners' learning strategies is integration motivation, and social strategy and compensation strategy are the most influential types of learning motivation. For the self-funded students, the integration motivation has the greatest influence on the strategy, among the various learning strategies, social strategy has the greatest influence on the motivation, followed by the compensation strategy. For non-self-funded students, integration motivation, instrumental motivation and internal motivation have the greatest influence on strategy, while external motivation has little effect on strategy. Among all kinds of learning strategies, social strategies have the greatest influence on motivation, followed by metacognitive strategies. Finally, according to the results of the study, this paper puts forward some teaching suggestions on the stimulation of foreign students' learning motivation and the cultivation of foreign students' learning strategies.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【参考文献】