哈萨克斯坦来华留学生汉语学习策略研究

发布时间：2018-03-18 21:16

本文选题：哈萨克斯坦　切入点：汉语学习策略　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近几年,在我国“一带一路”战略的积极影响下,来华留学生数量正不断增加,其中据统计,2015年哈萨克斯坦来华留学生人数的增长率超过了10%,这一情况需要引起对外汉语教学界的足够重视;另外,在目前关于来华留学生汉语学习策略的研究中,对哈萨克斯坦来华留学生的研究有所欠缺,故本文主要采用调查问卷及访谈的方法对山东淄博地区的哈萨克斯坦来华留学生汉语学习策略的使用情况进行研究。研究发现:(1)哈萨克斯坦来华留学生在汉语学习中会使用多种学习策略,其中使用频率最高的是认知策略、元认知策略和情感策略,其次是补偿策略和社交策略,最后是记忆策略;(2)不同性别在记忆策略、认知策略和社交策略的使用上存在显著差异;不同年龄仅在记忆策略的使用上存在明显的差别;而不同汉语水平及学习动机在学习策略的使用上并没有太大的区别;(3)在听力学习过程中,哈萨克斯坦来华留学生经常使用补偿策略、元认知策略和社交策略,其中认知策略和元认知策略会对听力成绩产生较大影响;在口语学习过程中,哈萨克斯坦来华留学生会使用多种学习策略,其中记忆策略和社交策略的使用会影响口语学习成绩;在阅读学习过程中,哈萨克斯坦来华留学生学习策略使用频率较高的有:认知策略、社交策略和元认知策略;而认知策略、补偿策略和情感策略会对阅读成绩有一定的影响;在写作学习过程中,哈萨克斯坦来华留学生学习策略的使用不太理想,社交策略更是很少使用;(4)各项技能学习策略的使用都相对分散,且不常使用记忆策略;口语学习策略的使用最为丰富,写作学习策略的使用有所欠缺;听力、口语和阅读学习中使用的社交策略多于写作学习中使用的社交策略。针对以上结论,本文提出了几点建议,以提高哈萨克斯坦来华留学生的汉语学习策略:(1)强化记忆策略的使用;(2)关注个体因素对学习策略使用的影响,做到因材施教;(3)树立学习策略意识,提高学习策略使用;(4)具体技能具体分析。希望这些建议可以对哈萨克斯坦来华留学生的汉语教学提供一些参考和帮助。
[Abstract]:In recent years, under the positive influence of China's "Belt and Road" strategy, the number of students studying in China has been increasing. According to statistics, in 2015, the growth rate of the number of Kazakh students studying in China exceeded 10 percent. This situation needs to be paid enough attention to by the teaching of Chinese as a foreign language. In addition, in the current research on Chinese learning strategies for foreign students in China, There is a lack of research on foreign students from Kazakhstan coming to China. Therefore, this paper mainly uses questionnaires and interviews to study the use of Chinese learning strategies for Kazakh students in Zibo area, Shandong province. The study found that: 1) Kazakh students studying Chinese in China. A variety of learning strategies are used in the study. The most frequently used strategies are cognitive strategies, metacognitive strategies and affective strategies, followed by compensation strategies and social strategies, and finally memory strategies. (2) there are significant differences in the use of memory strategies, cognitive strategies and social strategies among different genders; There are only significant differences in the use of memory strategies among different ages, but there is no significant difference in the use of learning strategies among different Chinese proficiency and learning motivation. Chinese students from Kazakhstan often use compensation strategies, metacognitive strategies and social strategies, among which cognitive strategies and metacognitive strategies have a great impact on listening performance. Kazakh students in China use a variety of learning strategies, including memory and social strategies, which affect their oral performance. The most frequently used learning strategies are cognitive strategies, social strategies and metacognitive strategies, while cognitive strategies, compensatory strategies and affective strategies have a certain impact on reading achievement. The use of learning strategies of Kazakh students in China is not ideal, and the use of learning strategies of various skills is relatively scattered, and memory strategies are not often used, while the use of oral learning strategies is the most abundant. There are some deficiencies in the use of writing learning strategies, and more social strategies are used in listening, speaking and reading than in writing learning. In view of the above conclusions, this paper puts forward some suggestions. In order to improve the use of Chinese learning strategy: 1) strengthening memory strategy for Kazakh students in China (2) pay attention to the influence of individual factors on the use of learning strategies, and teach students in accordance with their aptitude to set up the awareness of learning strategies. It is hoped that these suggestions can provide some reference and help for the teaching of Chinese language for foreign students from Kazakhstan.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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