孟加拉国学生汉语学习动机调查研究

发布时间：2018-06-10 19:51

本文选题：学习动机 + 动机类型　；参考：《云南大学》2015年硕士论文

【摘要】：汉语学习的热潮出现在了很多国家。特别是在东南亚国家,学习汉语的人数越来越多。随着中孟建交40周年的到来,孟加拉国的汉语学习者急剧增多。而从学生的角度研究学习汉语的动机,进而提出改善教学质量的建议,对汉语在孟加拉国的传播起了一定的作用。笔者根据Dornyei的动机三层次需求理论,参考了国内相关学者的研究成果,以及一些相关理论设计的调查问卷,自行编制了测量工具,以孟加拉国达卡大学一年级和二年级学生为调查对象,使用SPSS数据分析软件作为数据统计分析工具,对孟加拉国大学生的汉语学习动机进行了实证性的调查研究。通过比较不同维度下学生动机类别的差异,笔者得出了如下结论： 1.性别因素对动机类型和动机强度均不存在显著性的影响。在孟加拉国汉语学习者中,男性和女性表现出了均等的动机需求。 2.不同年龄学生表现出的内在兴趣型和外在鼓励型动机不同。20岁到30岁之间的人,其内在兴趣型最高；大于30岁的其次；小于20岁的人,其内在兴趣型动机最低。在教学过程中,如果班级里的学生20岁到30岁之间的居多,则可以在课堂上穿插很多中国文化的知识。20岁到30岁之间的人,其外在鼓励动机很高,其次是小于20岁的,而大于30岁的人,对外在鼓励不甚关心。 3.不同职业的人,其自信心动机、学习情境动机和动机强度均有所不同。具体表现为,学生的自信心动机强于在职人员,而且要强很多。在课堂教学中,多鼓励学生进行表演。而关于工作,商业等会话,则多鼓励在职人员进行对话。 4.不同年级的学生,其自信心动机和学习情境动机也不相同。具体表现为：一年级的学生学习动机较二年的学生强,他们的学习情境动机也比二年级学生要强。在进行教学过程中,应加强一年级学生的课堂活动,提高课堂学习氛围。而对于二年级的学生,多做一些听写,阅读等的练习。
[Abstract]:The upsurge in Chinese learning has emerged in many countries. Especially in Southeast Asian countries, more and more people are learning Chinese. With the arrival of the 40th anniversary of the establishment of diplomatic relations between China and Bangladesh, the number of Chinese learners in Bangladesh has increased rapidly. From the perspective of students, the author studies the motivation of learning Chinese, and then puts forward some suggestions to improve the teaching quality, which plays a certain role in the spread of Chinese in Bangladesh.According to Dornyei's three-level demand theory of motivation, Referring to the research results of relevant domestic scholars and some questionnaires designed by relevant theories, this paper has compiled a measurement tool, taking the freshmen and sophomores of Dhaka University in Bangladesh as the subjects. By using SPSS data analysis software as a statistical analysis tool, this paper makes an empirical investigation on the motivation of Chinese learning among Bangladeshi college students. By comparing the differences of students' motivation categories in different dimensions, the author draws the following conclusions: 1. Gender factors had no significant influence on motivation type and motivation intensity. Among Bangladeshi Chinese learners, men and women showed equal motivation needs. 2. 2. Students of different ages showed different motivation of intrinsic interest and extrinsic encouragement. Those between 20 and 30 years old had the highest intrinsic interest type; those older than 30 years old had the lowest intrinsic interest type motivation; those who were less than 20 years old had the lowest intrinsic interest type motivation. In the teaching process, if the majority of the students in the class are between the ages of 20 and 30, they can interspersed with a lot of knowledge of Chinese culture. People between the ages of 20 and 30 have high extrinsic motivation, followed by those under the age of 20. People over the age of 30 care little about external encouragement. People with different occupations have different motivation of self-confidence, learning situation and motivation. The concrete manifestation is, the student's self-confidence motive is stronger than the on-the-job staff, but also is much stronger. In classroom teaching, students are encouraged to perform. But regarding the work, the business and so on conversation, encourages the working person to carry on the dialogue. 4. Students in different grades have different motivation of self-confidence and learning situation. Their learning motivation is stronger than that of the second year students, and their learning situation motivation is stronger than that of the sophomore students. In the process of teaching, we should strengthen the classroom activities of the first grade students and improve the atmosphere of classroom learning. For second-year students, do more dictation, reading and other exercises.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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