英国赫尔大学学生汉语学习动机调查研究

发布时间：2018-03-17 21:06

本文选题：英国　切入点：赫尔大学　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在语言的学习中,个体动机被认为是第二语言学习者是否成功的重要决定因素,学习者的动机的研究也能够为课程的设置和语言的教学带来指导性的意义。关于汉语作为第二语言的学习动机,学界一直以来对这一问题保持高度的关注。尤其关系到海外的孔子学院的办学,了解所在国、所在地区学生汉语学习动机十分必要。本文认为,学生的动机构成复杂,相对于个人基本性别、年龄、族裔、学习汉语的时间等客观条件表现,学生的学习动机、学习行为、与学习成绩能够相互印证某一地区的汉语学习动机构成,从而能够了解该地区的汉语教学模式和基础,促进汉语教学的推广。本文综合借鉴国内外学者的研究成果,主要运用Gardner和Lambert的社会心理模式、和Dornyei的学习动机研究理论,以赫尔大学中文专业和孔子学院学习汉语的学生作为调查对象,就学生对汉语和汉语学习的态度、融入型动机、工具型动机、对学习环境的态度、学习者的自信度五个方面,对当地学习汉语的学生进行动机问卷调查。在此基础上,根据教学实践中观察和发现的结果,结合学习者平时成绩,对该地汉语学习者的学习行为、学习方式、使用汉语的焦虑、课程反馈,进行了问卷调查。同时结合访问学生所得到的学习情况等结果进行综合分析,尝试提出孔子学院对当地汉语教学推广的策略和激发学生汉语学习动机的策略。本文在对问卷调查数据和访谈内容的全面分析基础上,对该地学习者的主导动机类型、学习者的学习行为与学习动机的关系、学习者成绩与学习动机的关系,进行了具体的描述,探讨了英国赫尔大学中文专业及孔子学院的学生汉语学习动机特点。运用交叉分析选项研究,探究“强动机”汉语学习者的具体学习行为。通过分析代表性的两组学生的汉语成绩结合两组学生学习汉语时长的客观因素,以及学生问卷中学生对于学习行为相关题回答的统计,将显示的数据进行分析,发现较强动机的学生主要来自专业、年龄,从而提供教学和课程设置方面的建议。
[Abstract]:In language learning, individual motivation is considered to be an important determinant of second language learners' success. The study of learners' motivation can also bring instructive significance to curriculum setting and language teaching. On the motivation of learning Chinese as a second language, The academic circles have been paying close attention to this problem all the time. It is especially related to the running of Confucius Institutes overseas. It is very necessary to understand the motivation of students in their countries and regions. This paper holds that the motivation of students is complicated. Compared with the basic gender, age, ethnicity, time of learning Chinese and other objective conditions, students' motivation, behavior, and academic achievement can mutually confirm the composition of Chinese learning motivation in a certain area. In order to understand the Chinese teaching model and foundation in this area and promote the popularization of Chinese language teaching, this paper uses the research results of domestic and foreign scholars synthetically, mainly using the social psychological model of Gardner and Lambert, and the theory of learning motivation of Dornyei. Taking the Chinese majors and Confucius Institute students of Hull University as the subjects, this paper discusses the students' attitude towards Chinese and Chinese learning, the attitude towards learning Chinese, the motivation of integration, the motivation of tools, the attitude to the learning environment, and the confidence of the learners. On the basis of this, according to the results observed and discovered in the teaching practice, combining with the learners' performance in peacetime, the study behavior and learning style of the local Chinese learners were investigated. Using Chinese anxiety, curriculum feedback, a questionnaire survey was conducted. This paper tries to put forward the strategies to popularize the local Chinese language teaching and stimulate the students' Chinese learning motivation in the Confucius Institute. Based on the comprehensive analysis of the questionnaire data and the interview content, this paper makes a comprehensive analysis of the dominant motivation types of the local learners. The relationship between learners' learning behavior and learning motivation, the relationship between learners' achievement and learning motivation is described in detail. This paper discusses the characteristics of Chinese learning motivation of Chinese majors and Confucius Institute students at the University of Hull in the UK. This paper explores the specific learning behaviors of Chinese learners with "strong motivation". By analyzing the Chinese achievements of the representative two groups of students and combining the objective factors of the duration of learning Chinese between the two groups of students, According to the statistics of students' answers to questions related to learning behavior and the analysis of the data, it is found that the students with strong motivation mainly come from their major and age, thus providing suggestions on teaching and curriculum design.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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