俄罗斯中级汉语学生学习策略研究
发布时间：2018-11-04 11:37
【摘要】：汉语是当今世界上最重要的语言之一，在对外交流当中，汉语的重要性和它的广泛使用显而易见。近年来，俄罗斯学生学习汉语的人数日益剧增，然而目前关于俄罗斯学生学习汉语的学习策略研究还是非常缺乏，很多学生都感觉到学习汉语费时、没有效率、事倍功半。对此，很多人都进行了深入的研究，结果都表明其中一个主要的原因是学生不知道怎么学习会有成功，就是学生不知道有效的学习方法。学习方法的认知在二语习得中起着极其重要的作用。对教师来说，，除了传授学生知识外，更重要的是教会他们学习的方法，也就是说教他们如何去学。因此，本文针对俄罗斯中级汉语学习者的学习策略进行了研究。 本文采用了问卷调查的方式对俄罗斯中级汉语学生的汉语学习策略使用情况进行了研究。问卷调查的内容基本参考了Oxford（1990）的语言学习策略量表。本文以俄罗斯布里亚特国立大学东方系3、4年级的60个学生为研究对象展开调查研究，其学生能够大体上代表整个俄罗斯汉语学生的水平。借助SPSS13.0统计方法和柱状图，我们使用多种统计分析方法对问卷数据进行了分析。 通过调查本文发现了以下几点：（1）俄罗斯中级汉语学生汉语学习策略中使用最多的是元认知策略，其他按顺序排列下来分别是元认知策略，认知策略，记忆策略，社会策略，补偿策略。最不频繁使用的是情感策略。（2）不同汉语水平的学生在使用汉语学习策略中存在不同程度的差别。汉语水平高的学生使用学习策略比较多。（3）母语不同的学生在使用汉语学习策略中存在不同程度的差别，母语为俄语的学生使用学习策略较多。（4）性别的因素在使用汉语学习策略中存在不同程度的差异，其中，女生使用学习策略较多。（5）是否来中国留学对学习策略有一定的影响，来过中国留学的学生更多的使用了学习策略。（6）性格不同的学生在使用汉语学习策略中存在不同程度的差别，性格外向的同学比起性格内向的同学较多的使用了学习策略。 根据提出的问题以及调查结果，我们对俄罗斯的汉语教学做出了一系列分析，并且提出了一些较为具体的应对建议：针对不同群体学生的汉语水平，根据学生对元认知策略，认知策略，记忆策略，社会策略，补偿策略，情感策略的使用程度的不同，系统性地提高学生使用学习策略的效率。并由此建议老师们对学生采取可操作的方法，使绝大多数学习汉语的俄罗斯学生在原有的水平上得到质的飞跃。
[Abstract]:Chinese is one of the most important languages in the world. In recent years, the number of Russian students learning Chinese is increasing rapidly. However, at present, the study of learning strategies for Russian students is still very scarce. Many students feel that learning Chinese is time-consuming, inefficient and with half the result. The results show that one of the main reasons is that students do not know how to learn successfully, that is, students do not know effective learning methods. The cognition of learning methods plays an important role in second language acquisition. It is more important for teachers to teach their students than to teach them how to learn, that is, to teach them how to learn. Therefore, this paper studies the learning strategies of Russian intermediate Chinese learners. In this paper, the use of Chinese learning strategies of Russian intermediate Chinese students is investigated by questionnaire. The contents of the questionnaire refer to Oxford's language Learning Strategy scale (1990). In this paper, 60 students in Grade 3 of the Oriental Department of Buryat State University in Russia are taken as the research subjects. The students can represent the level of the whole Russian Chinese students in general. With the help of SPSS13.0 statistical method and histogram, we use a variety of statistical analysis methods to analyze the questionnaire data. The main findings are as follows: (1) metacognitive strategies are used most frequently in Russian intermediate Chinese learning strategies, while other strategies in order are metacognitive strategies and memory strategies, respectively. Social strategy, compensation strategy. Affective strategies are the least frequently used. (2) students with different levels of Chinese have different degrees of using Chinese learning strategies. Students with high level of Chinese use more learning strategies. (3) students with different mother tongue have different degrees of learning strategies in using Chinese. Students whose mother tongue is Russian are more likely to use learning strategies. (4) there are different degrees of gender factors in the use of Chinese learning strategies, among which, Girls use more learning strategies. (5) whether to study in China has a certain impact on learning strategies. Students who came to study in China used more learning strategies. (6) there were different degrees of differences in using Chinese learning strategies among students with different personalities, and extroverted students used more learning strategies than introverted students. According to the questions raised and the results of the investigation, we have made a series of analyses on Chinese teaching in Russia, and put forward some specific suggestions: according to the students' metacognitive strategies, Cognitive strategies, memory strategies, social strategies, compensatory strategies, affective strategies of different degrees of use, systematically improve the efficiency of students using learning strategies. Therefore, it is suggested that teachers should adopt operable methods to make the vast majority of Russian students who learn Chinese make a qualitative leap forward in their original level.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2309712
[Abstract]:Chinese is one of the most important languages in the world. In recent years, the number of Russian students learning Chinese is increasing rapidly. However, at present, the study of learning strategies for Russian students is still very scarce. Many students feel that learning Chinese is time-consuming, inefficient and with half the result. The results show that one of the main reasons is that students do not know how to learn successfully, that is, students do not know effective learning methods. The cognition of learning methods plays an important role in second language acquisition. It is more important for teachers to teach their students than to teach them how to learn, that is, to teach them how to learn. Therefore, this paper studies the learning strategies of Russian intermediate Chinese learners. In this paper, the use of Chinese learning strategies of Russian intermediate Chinese students is investigated by questionnaire. The contents of the questionnaire refer to Oxford's language Learning Strategy scale (1990). In this paper, 60 students in Grade 3 of the Oriental Department of Buryat State University in Russia are taken as the research subjects. The students can represent the level of the whole Russian Chinese students in general. With the help of SPSS13.0 statistical method and histogram, we use a variety of statistical analysis methods to analyze the questionnaire data. The main findings are as follows: (1) metacognitive strategies are used most frequently in Russian intermediate Chinese learning strategies, while other strategies in order are metacognitive strategies and memory strategies, respectively. Social strategy, compensation strategy. Affective strategies are the least frequently used. (2) students with different levels of Chinese have different degrees of using Chinese learning strategies. Students with high level of Chinese use more learning strategies. (3) students with different mother tongue have different degrees of learning strategies in using Chinese. Students whose mother tongue is Russian are more likely to use learning strategies. (4) there are different degrees of gender factors in the use of Chinese learning strategies, among which, Girls use more learning strategies. (5) whether to study in China has a certain impact on learning strategies. Students who came to study in China used more learning strategies. (6) there were different degrees of differences in using Chinese learning strategies among students with different personalities, and extroverted students used more learning strategies than introverted students. According to the questions raised and the results of the investigation, we have made a series of analyses on Chinese teaching in Russia, and put forward some specific suggestions: according to the students' metacognitive strategies, Cognitive strategies, memory strategies, social strategies, compensatory strategies, affective strategies of different degrees of use, systematically improve the efficiency of students using learning strategies. Therefore, it is suggested that teachers should adopt operable methods to make the vast majority of Russian students who learn Chinese make a qualitative leap forward in their original level.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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