来华非洲留学生汉语学习动机研究

发布时间：2019-06-08 10:02

【摘要】：学习动机是影响第二语言学习的重要情感因素之一,对学习成败起着关键作用。在倡导以学生为主体的教学理念、重视学习者个体差异性因素的今天,学习动机受到对外汉语教学研究领域的普遍关注。随着全球“汉语热”升温,选择来中国留学的非洲留学生日益增多,而有关非洲留学生汉语学习动机方面的研究较少。因此,有必要加强对这一留学生群体汉语学习动机的关注与探索,为开展有针对性的汉语教学、真正实现“因材施教”提供实证参考。本文以前人研究成果、成熟动机量表为基础,自行编制《来华非洲留学生汉语学习动机调查问卷》,以江苏八所高校、上海三所高校的402位非洲留学生为研究对象开展调查测试。研究重点涉及非洲留学生汉语学习动机类型、不同影响因素下非洲留学生汉语学习动机在各种动机类型上的差异、非洲留学生汉语学习动机类型与HSK成绩的关系。主要研究结果如下： 1、非洲留学生汉语学习动机可以分为内在兴趣动机、成就型动机、交流融合动机、学习情境动机、外在压力动机、工具型动机六种类型。 2、不同年龄、非洲地域、专业领域、学习类型、交费形式、汉语学习初始年龄和在中国学习汉语时间的非洲留学生在学习动机类型上存在显著差异或极其显著差异。 3、非洲留学生学习情境动机与HSK成绩存在显著正相关关系；内在兴趣动机、成就型动机、外部压力动机、工具型动机都与HSK成绩呈负相关关系；交流融合动机与HSK成绩呈正相关关系。本文结合研究结果对对外汉语教学实践提出建议,力求对进一步提高汉语教学质量有所帮助。
[Abstract]:Learning motivation is one of the important emotional factors affecting second language learning, which plays a key role in the success or failure of learning. Today, when we advocate the teaching idea with students as the main body and attach importance to the individual differences of learners, learning motivation has been paid more and more attention in the field of teaching Chinese as a foreign language. With the global "Chinese fever" heating up, more and more African students choose to study in China, but there are few studies on the motivation of African students to learn Chinese. Therefore, it is necessary to pay more attention to and explore the motivation of Chinese learning for this group of foreign students, so as to provide empirical reference for carrying out targeted Chinese teaching and truly realizing "teaching students according to their aptitude". Based on the previous research results and mature motivation scale, this paper compiles the questionnaire on Chinese Learning motivation of African students coming to China, and takes eight colleges and universities in Jiangsu Province. 402 African students from three universities in Shanghai were investigated and tested. The research focuses on the types of Chinese learning motivation of African students, the differences in various motivation types of Chinese learning motivation of African students under different influencing factors, and the relationship between the types of Chinese learning motivation of African students and HSK scores. The main results are as follows: 1. African students' Chinese learning motivation can be divided into six types: intrinsic interest motivation, achievement motivation, communication fusion motivation, learning situational motivation, external stress motivation and instrumental motivation. 2. There are significant or extremely significant differences in learning motivation types among African students of different ages, African regions, major fields, learning types, forms of payment, initial age of Chinese learning and learning time in China. 3. There is a significant positive correlation between learning situational motivation and HSK achievement, while intrinsic interest motivation, achievement motivation, external stress motivation and instrumental motivation are negatively correlated with HSK achievement. There was a positive correlation between AC fusion motivation and HSK scores. Based on the results of the study, this paper puts forward some suggestions for the teaching of Chinese as a foreign language, and tries to be helpful to further improve the quality of Chinese teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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