留学生汉语交际意愿及其影响因素研究

发布时间：2018-05-30 06:57

本文选题：汉语交际意愿 + 情感变量　；参考：《南京大学》2013年博士论文

【摘要】：本文是关于沪宁高校留学生汉语交际意愿的实证研究。通过调查留学生汉语交际意愿的现状、特点及影响因素,我们提出心理、情境及特质三大要素直接或间接影响二语课堂内外交际意愿的假设。依据此假设,本研究具体探讨以下三个问题：一,留学生课堂内外汉语交际意愿的现状和特点；二,背景变量对留学生课内外汉语交际意愿的影响；三,留学生能够感知到的影响课内外汉语交际意愿的主要因素。为了验证上述假设及回答以上研究的问题,我们采用了定性和定量相结合的方法。来自沪宁七所高校的210名留学生参加了定量研究。本研究设计的课内外汉语交际意愿调查表包括五个部分：(1)背景问卷,(2)课外汉语交际意愿量表,(3)课内汉语交际意愿量表,(4)语言学习取向调查表,(5)社会支持调查表。定性研究使用了开放式及封闭式问题、半结构访谈提纲及聚焦写作。本研究主要发现总结如下：首先,210份问卷调查反映出沪宁留学生课内外汉语交际意愿的现状为：两地高校留学生的汉语交际意愿值比较高,介于“可能愿意”和“肯定愿意"之间；上海高校留学生的汉语交际意愿略高于南京；课外汉语交际意愿高于课内,但差异微小。汉语口语水平、焦虑或害怕这两项因素是影响留学生课内外汉语交际意愿最重要的因素。其次,问卷反映出来的留学生较高的汉语交际意愿和我们在现实中观察到的现象有很大出入。现实中留学生使用汉语主动与他人进行交际活动并不总是经常发生,大部分留学生不具备主动与他人交际的意愿。这种客观与主观的矛盾恰恰反映出交际意愿是一种心理上的虚拟的意愿,而非现实的交际活动,要想将这种虚拟的意愿转变为实际的交际活动,要靠人为的干预,这种干预就是要在对外汉语课堂上采取任务型教学法。第三,定量和定性研究结果表明,心理、情境及特质因素对留学生课堂内外汉语交际意愿产生直接或间接影响。通过回归分析,我们考察了客观背景变量、主观情感变量和情境变量与汉语交际意愿的内部关系,研究证实： 1.客观背景变量是影响留学生汉语交际意愿的外在因素。性别、国籍、专业、学历对留学生的汉语交际意愿无显著影响；年级对留学生的汉语交际意愿具有显著影响,并呈现负相关,高年级组的留学生内部汉语交际意愿的差异性较大,我们认为,这一现象与中高级水平的学习者处于学习的“高原期”有关。 2.情感变量是影响留学生汉语交际意愿的内在因素。通过考察动机、交际能力的自我评价、焦虑、语言态度和汉语口语水平的自我评价五项情感变量与留学生汉语交际意愿之间的相关性,我们发现：五项情感变量均与留学生的汉语交际意愿显著相关,其中动机、语言态度和汉语水平的自我评价均与课内外汉语交际意愿存在正相关的关系,这三项变量在一定程度上对交际意愿具有正预测力。影响课内和课外的情感因素对交际意愿的影响力基本一致。因此,帮助学习者建立正确的情感倾向是提高汉语交际意愿的关键所在。 3.交际意愿还受抑制心理、对语言学习的看法和过度监控等因素的影响。沪宁高校留学生的认知方式呈现出明显的被动性与过度监控性,导致他们用汉语进行主动交流的意识与能力较差。第四、我们评估了语言学习取向和社会支持对留学生汉语交际意愿的影响,研究表明： 1.在工作、学习成绩、知识、旅行和友谊取向中,工作取向和学习成绩取向是与留学生的汉语交际意愿联系最紧密的两个取向,并与交际意愿呈现正相关。 2.在交际意愿与社会支持的分析中,父母、兄弟姐妹和老师的支持与留学生的汉语交际意愿呈现正相关,并对交际意愿有正面的预示作用。换言之,家人和老师的支持是提升留学生汉语交际意愿的强大动力。研究启示为,要将留学生高度的、潜在的交际意愿转化为更多的练习汉语的机会,以简化汉语学习的程序,就要争取尽量多的社会支持。在定性和定量研究的基础上,本文提出对留学生交际意愿的培养是对外汉语教学的首要目标；根据留学生普遍存在以任务为导向的的学习特点,我们提出,要将留学生较高的、潜在的汉语交际意愿转化为现实中的交际活动,只有开启任务型教学,才能做到真正以学习者为中心。
[Abstract]:This paper is an empirical study on the willingness of Chinese students to study Chinese communicative intention in Shanghai - Nanjing University . By investigating the present situation , characteristics and influencing factors of Chinese communicative intention in Chinese students , we propose three factors which directly or indirectly influence the communicative intention in the second language classroom . According to the hypothesis , the present study explores the following three problems : 1 . The present situation and characteristics of Chinese communicative intention both inside and outside the classroom ;
Secondly , the influence of background variables on the willingness of students to communicate inside and outside the students ;
Thirdly , students can perceive the main factors that affect the willingness of Chinese communication both inside and outside the class .

In order to verify the above hypothesis and answer the above research questions , we adopted qualitative and quantitative methods . The questionnaire of Chinese communicative intention from Shanghai - Nanjing seven universities participated in quantitative research . The questionnaire of Chinese communicative intention both inside and outside the course of this study was composed of five parts : ( 1 ) background questionnaire , ( 2 ) extra - curricular Chinese communicative intention scale , ( 3 ) class Chinese communicative intention scale , ( 4 ) language learning orientation questionnaire and ( 5 ) social support questionnaire . Qualitative research uses open and closed questions , semi - structured interview outline and focus writing .

The main findings of this study are as follows :

First , 210 questionnaires reflect the current situation of Chinese communicative intention both inside and outside of Shanghai - Nanjing students . The Chinese communicative intention is higher than that in Nanjing ; the Chinese communicative intention is higher in Shanghai higher than that in Nanjing ; Chinese oral English level , anxiety or fear are the most important factors that affect the willingness of Chinese students to communicate inside and outside the class . Second , the questionnaire reflects the higher Chinese communicative willingness and the phenomenon that we observed in the reality . In reality , the students ' willingness to communicate with others is not always frequent , and most of the students do not have the willingness to communicate with others . The third , quantitative and qualitative results show that psychological , situational and personality factors have a direct or indirect effect on the willingness of students to communicate in and outside the classroom . Through regression analysis , we examine the internal relations between objective background variables , subjective emotion variables and context variables and Chinese communicative will . 1 . Objective background variables are the external factors that influence students ' willingness to communicate in Chinese . Gender , nationality , profession and education have no significant influence on the Chinese communicative intention of the students .

2 . The affective variables are the internal factors that affect the willingness of students to communicate with Chinese . We find that the five affective variables are related to the willingness of students to communicate with Chinese .

3 . The willingness of communication is also influenced by the factors such as the inhibition of psychology , the perception of language learning and the over - monitoring . The cognitive style of the students in Shanghai - Nanjing university has obvious passive and excessive monitoring , which leads to the poor awareness and ability of active communication in Chinese .

Fourthly , we have assessed the influence of language learning orientation and social support on the willingness of students to communicate with Chinese students . The research shows that :

1 . In the orientation of work , academic achievement , knowledge , travel and friendship , the orientation of work orientation and the orientation of learning achievement are the most closely related orientations of the students ' willingness to communicate with Chinese , and are positively correlated with the willingness of communicative intention .

2 . In the analysis of communicative intention and social support , the support of parents , brothers and sisters and teachers is positively correlated with the Chinese communicative intention of the students , and the support of the family and the teacher is a powerful impetus to improve the communicative will of the students .

On the basis of qualitative and quantitative research , this paper puts forward that the cultivation of students ' communicative will is the primary goal of teaching Chinese as a foreign language ;
According to the learning characteristics of the students who are guided by the task , we propose that the potential Chinese communicative will be transformed into communicative activities in reality , and only the task - oriented teaching can be turned on , so that the learner - centered learning can be realized .
【学位授予单位】：南京大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：H195

【参考文献】