长期在华留学生汉语学习动机的消减原因探究

发布时间：2018-12-18 04:40

【摘要】：本文主要是利用上世纪九十年代在二语习得研究中影响颇大的Dornyei外语学习动机三层次说对长期在华留学生的汉语学习动机进行动机消减原因的研究。经过资料搜集之后笔者发现,之前该题目在对外汉语专业上的应用并不是很充分,而且主要目光集中在留学生的汉语学习动机分类和如何激发汉语学习动机这两个层面上,在对象的选取上也并未进行有效的区分。鉴于以上种种情况,本文着眼于探究和分析长期在华留学生的汉语学习动机的消减原因,从反方向研究动机,关注消减程度与消减原因,并且围绕原因展开与之相关的学习者个体差异等因素的讨论。主要目的在于从反面消除动机消减现象,提高教师对外汉语教学活动和留学生汉语学习的效率。主要的研究方法是结合了二语学习动机研究常见的问卷调查法和个案访谈法。本次问卷调查共选取了陕西师范大学国际汉学院50名在华学习的留学生,将得到的数据使用SPSS13.0统计软件进行了分析。除此之外,还对三名符合条件但具体情况又有差别、各具特点的留学生根据提问大纲进行了个案访谈。本论文在进行了以上所述调查之后,将对外汉语留学生动机消减的情况根据其不同特点和原因分为了三种类型：根本性消减、暂时性消减和积累性消减。总体来说,长期在华的留学生动机消减情况是实际存在的,但并不是非常严重。经研究发现,发生根本性消减的学习者属于极少数,但造成的影响比较大；发生暂时性消减和积累性消减的学习者则比较普遍,基本上都存在一些轻微的消减情况,虽然没有动摇汉语学习的根本,但是长此下去所带来的消极影响也是很不利的。另外在这其中还有几点十分值得注意,比如说同期比较下发现融合型动机的消减要甚于工具型动机的消减；个体差异因素在这其中发挥的作用并不像预先设想的那么大,在长期、艰难的语言学习面前,大部分人的学习动机变化基本一致。将实际情况比照外语学习动机三层次说和当前国际大环境、我国国情两方面,本文发现动机消减的主要原因集中在外界客观环境的负面影响、自我效能感的降低、教学与学生自身需求之间的矛盾等这几方面,基本上每个原因都会导致产生相应的不同消减情况。随后,本文针对以上的主要消减原因,展开了相关的解决策略探讨,提出了四个解决思路。
[Abstract]:This paper mainly uses the three-level theory of Dornyei, which has a great influence in the study of second language acquisition in the 1990s, to study the causes of motivation reduction of Chinese learning motivation of long-term Chinese students. After collecting the data, the author finds that the application of this topic in the major of TCFL is not sufficient, and the main focus is on the classification of Chinese learning motivation of foreign students and how to stimulate the motivation of learning Chinese. There is also no effective distinction in the selection of objects. In view of the above, this paper focuses on exploring and analyzing the reasons for the reduction of Chinese learning motivation of long-term students in China, studying motivation in the opposite direction, and paying attention to the degree and reason of reduction. It also discusses the factors related to the individual differences of learners. The main purpose of this paper is to eliminate the phenomenon of motivation subtraction and to improve the efficiency of teachers' activities of teaching Chinese as a foreign language (TCFL) and the learning of Chinese by foreign students. The main research methods are the questionnaire survey and the case interview which are commonly used in the study of second language learning motivation. A total of 50 international students studying in China from the International Han College of Shaanxi normal University were selected and the data were analyzed with SPSS13.0 software. In addition, three qualified students with different specific conditions were interviewed according to the outline of the questions. After the above investigation, this paper divides the motivation reduction of foreign students into three types according to its different characteristics and reasons: fundamental subtraction, temporary subtractive reduction and cumulative subtractive reduction. In general, the motivation reduction of long-term students in China is real, but not very serious. Through the research, it is found that the learners with fundamental reduction belong to a very small number, but the impact is relatively large; The learners with temporary and accumulative subtractions are more common, and there are some slight subtractions. Although they do not shake the root of Chinese learning, the negative effects brought by the long term are also very unfavorable. In addition, we should pay attention to a few of them, for example, we find that the reduction of fusion motivation is more than that of instrumental motivation in the same period. The effect of individual differences is not as great as expected. In the face of long-term and difficult language learning, most people's learning motivation is basically the same. Comparing the actual situation with the three levels of motivation for foreign language learning, the current international environment and the national conditions of our country, this paper finds that the main reasons for motivation abatement are the negative influence of external objective environment and the decrease of self-efficacy. The contradiction between teaching and students' own needs and so on, basically each reason will result in the corresponding different subtractive situation. Then, aiming at the above main reduction reasons, this paper discusses the relevant solutions, and puts forward four solutions.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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