初、中级泰国留学生听力水平与元认知策略的关系的研究

发布时间：2018-05-18 20:31

本文选题：初、中级汉语水平泰国留学生 + 汉语听力水平　；参考：《西南大学》2013年硕士论文

【摘要】：本文通过个人访谈、调查问卷相结合的方式对西南大学文学院在读的120名泰国留学生进行调查,对泰国留学生汉语水平分级别进行听力水平与元认知策略的关系的研究,所得数据运用SPSS17.0统计软件进行分析。研究结果表明,初级汉语水平的泰国留学生和中级水平的泰国留学生在进行汉语听力学习时都有在有意识或无意识的使用元认知策略,使用程度还较高。初级、中级汉语水平的泰国留学生的汉语听力水平与元认知策略的使用有相关关系,但是初级的泰国留学生成弱级正相关,而中级的泰国留学生成中级别的正相关,这个结果证明我们无论什么汉语水平的泰国留学生在汉语听力学习中水平的提高都与元认知策略的使用成正比关系,也就是说要想听力成绩好就必须要加强元认知策略的使用度,元认知策略应当在初级汉语水平阶段就要被引入听力课堂,作为泰国留学生学习汉语听力的必备学习策略进行教学,且在听力课堂上和课外听力训练中要让学生注重听力的元认知策略训练,最终让我们外在强加训练的元认知策略成为泰国学生自主自觉使用的学习策略使用。调查发现在元认知策略的使用中,补偿策略评价策略准备策略监控测略,这可能跟泰国留学生的性格特性相关,他们性格很外向活泼,与人交流多,胆大不害羞,这些让他们在学习汉语的过程中能够调整好自己的心态,肯定自我,及时奖惩自己,但同时也有贪玩、注意力不集中、不做准备等问题,导致他们准备策略和监控策略使用度较低,解决这些问题的方法有：1、泰国留学生自身在听前、听中、听后要做好准备和实时监控,要认清听力课堂上的学习是远远不够的,要化“被动”为“主动”。2、汉语教师要将元认知策略这个有效的听力学习策略传授给泰国留学生,演示准备策略、监控策略、评价策略、补偿策略的使用,解决在训练中学生出现的难题,做好角色定位,营造有趣、有效的听力课堂。3、在听力教材上,希望能够加大国别性汉语听力教材的编写,形成富有特色的泰语注释型汉语听力教材和泰语注释型汉语听力辅导书。
[Abstract]:In this paper, 120 Thai students studying at the School of Arts of Southwest University were investigated by means of personal interviews and questionnaires, and the relationship between listening proficiency and metacognitive strategies was studied. The data were analyzed by SPSS17.0 software. The results show that both the primary and middle level Thai students use metacognitive strategies consciously or unconsciously. There is a correlation between the listening level of Thai students with primary and intermediate Chinese proficiency and the use of metacognitive strategies, but there is a positive correlation between the junior Thai students and the intermediate Thai students. The results show that the improvement of Chinese listening proficiency of Thai students is proportional to the use of metacognitive strategies. In other words, in order to achieve good listening performance, we must strengthen the use of metacognitive strategies, and metacognitive strategies should be introduced into listening classes at the primary level of Chinese. As a necessary learning strategy for Thai students to learn Chinese listening, we should make students pay attention to metacognitive strategy training in listening class and extracurricular listening training. Finally, let us impose the training metacognitive strategies into Thai students self-conscious use of learning strategies. The survey found that in the use of metacognitive strategies, compensation strategies, evaluation strategies, preparation strategies, monitoring and testing, which may be related to the personality characteristics of Thai students, they are very outgoing and lively, more communication with people, bold and not shy. These allow them to adjust their mentality, affirm themselves, and reward and punish themselves in the process of learning Chinese, but at the same time they also have problems such as playfulness, lack of concentration, lack of preparation, and so on. As a result of the low use of their preparation and monitoring strategies, the solution to these problems is: 1. Thai students themselves should be prepared and monitored in real time before, during and after listening. It is far from enough to recognize that learning in listening classes is far from enough. In order to change "passive" into "active", Chinese teachers should teach effective listening learning strategies such as metacognitive strategies to Thai students, demonstrate preparation strategies, monitor strategies, evaluate strategies, and compensate for the use of strategies. To solve the problems in training middle school students, to position their roles well, to create an interesting and effective listening class. In the listening teaching materials, we hope to increase the compilation of national Chinese listening textbooks. Form the characteristic Thai annotated Chinese listening materials and Thai annotated Chinese listening tutorials.
【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

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