中级水平韩国学生阅读策略调查研究

发布时间：2018-07-05 04:35

本文选题：中级水平韩国学生 + 阅读策略　；参考：《华中师范大学》2013年硕士论文

【摘要】：对汉语作为第二语言的学习者来说,阅读是一项必不可少的技能,也是应该掌握的最重要的技能。笔者受到韩国学生在阅读课上所使用的阅读策略和阅读时存在的问题的启发,通过问卷调查的方式研究韩国学生在各项阅读策略上的使用情况。本文首先根据前人的研究对阅读策略进行了定义和分类,其次在Oxford的SILL调查表的基础上,针对韩国学生的阅读情况制定了一个有一定信度和效度的阅读策略调查表,并以韩国仁济大学中文学部二、三年级的学生为对象进行了调查。通过调查,笔者分析了高低分学习者,不同性别、年级学习者,以及是否去过中国的学习者的阅读策略使用情况。调查结果显示,在阅读策略的使用上,最常用的是欲望动机策略,最不常用的是社交情感策略。且在各项阅读策略中,学生使用情况差异最大的是元认知策略,最小的是阅读方法策略。高分学习者和低分学习者在阅读策略的使用上存在一定异同：高、低分学习者最常用的都是欲望动机策略,最不常用的都是社交情感策略,而高分学习者较于低分学习者更常用的是元认知策略。在性别差异上,男性在元认知策略和社交策略上做的更好,对中国文化更感兴趣,在途径题材、生词理解和翻译理解的策略上使用频率高于女性,在篇章理解、速度时间、篇章做题和其他技巧方面的使用低于女性。二年级和三年级的学习者在欲望动机策略、阅读方法策略、元认知策略和社交情感策略上都有一定差异,而去过中国和没去过中国的学习者差异性不明显。但是去过中国的学生在阅读时查询生词及与他人合作的情况更少。最后,笔者在调查结果的基础上对韩国学生和教师提出了相应的建议和启发。
[Abstract]:For Chinese as a second language learner, reading is an essential skill and the most important skill to be mastered. The author is inspired by the reading strategies used by Korean students in reading class and the problems in reading. Through the questionnaire survey, the author studies the Korean students' reading strategies. In this paper, the reading strategy is defined and classified according to the previous research. Secondly, on the basis of the SILL questionnaire of Oxford, a reading strategy questionnaire has a certain reliability and validity for Korean students' reading situation, and the students of grade two and three in the Chinese Department of Chinese University of Renji University in Korea are used as the subjects. Through investigation, the author analyzed the use of reading strategies of high and low learners, different gender, grade learners, and whether or not they had been to China.
The results show that the most commonly used strategy of reading strategies is desire motivation strategy, and the least commonly used is the social affective strategy. In all reading strategies, the biggest difference is metacognitive strategy, the smallest is the reading strategy. High score learners and low score learners exist in the use of reading strategies. The most common use of high, low score learners is desire motivation strategy, the least commonly used is social emotional strategy, while high score learners are more commonly used metacognitive strategies than low score learners. In gender differences, men do better in metacognitive strategies and social strategies, more interested in Chinese culture, and in ways of life. The use of words in comprehension and translation comprehension is higher than that of women. The use of words in text comprehension, speed, time, text, and other skills is lower than that of women. The learners in grade two and grade three have some differences in desire motivation strategy, reading strategy, metacognitive strategy and social affective strategy. Students who have been to China have no obvious differences. However, students who have been to China have fewer new words and collaborate with others when they read.
Finally, based on the findings, the author puts forward corresponding suggestions and inspirations for Korean students and teachers.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【共引文献】