蒙古大学生汉语学习元认知调查研究

发布时间：2018-03-25 04:15

本文选题：蒙古大学生　切入点：汉语学习　出处：《山东大学》2017年硕士论文

【摘要】：近年来,随着中国经济的发展,国际地位的提升,以及中国文化本身的魅力,世界各地有越来越多的人开始学习汉语。学习汉语已经成为当今的一大潮流,在蒙古也不例外。蒙古的各类民众,尤其是蒙古大学生学习汉语的人数已经形成一定的规模。那么,蒙古大学生对于自己学习汉语的过程了解吗?他们认识和控制自己汉语学习过程的能力和水平怎么样?探讨蒙古大学生汉语学习元认知的问题是具有理论价值和实践意义的,它对于了解蒙古大学生学习汉语的特点和规律,提高蒙古大学生自主学习的意识和能力都有所帮助。本论文通过调查统计的方法描述蒙古大学生学习汉语的元认知情况,并分析他们学习汉语元认知在性别、学习性质、是否在目的语国家、汉语水平、喜欢汉语的程度等因素上的差异,此外还通过访谈法比较优秀学习者和学习不良者汉语学习元认知的差异。本论文总共五章组成。第一章为绪论,主要介绍选题意义、中蒙关于元认知问题的研究综述、研究问题和研究方法。第二章主要描述蒙古大学生汉语学习元认知的调查统计结果,分析蒙古大学生汉语学习元认知在元认知知识、元认知体验和元认知监控三个维度上的基本情况,并探讨个体因素对学习者元认知的影响。研究结果显示,从总体来看,蒙古学生汉语学习过程中三个维度的元认知能力相当,都处于较好的水平。元认知知识方面,蒙古大学生对于某个汉语学习任务的目的和性质有很好的了解,对自己学习能力方面的了解也比较清楚,相对而言,关于学习策略的知识水平较差。元认知体验方面,蒙古大学生信心程度均值最高,其次是兴趣程度和满意程度,相对较低的是坚持程度。元认知监控方面,蒙古大学生对汉语学习中的计划能力比较好,调整能力和评价能力稍低。从差异来看,不同性别、学历、学习国家、汉语水平、喜欢汉语的程度的蒙古大学生的汉语学习元认知水平有所不同。以上个体差异是影响学习者元认知能力和水平的若干因素。第三章是利用访谈法,对比优秀学习者和学习不良者的汉语学习元认知的差异。我们发现优秀学习者有着更明确的学习目标,并且有详细的学习计划,对自己的汉语学习更为自信;而学习不良者对自己的学习任务比较清楚,但学习目标与计划不清晰,学习满意度较低。第四章是关于提高蒙古大学生汉语元认知的几点建议。第五章总结本文的主要内容。本论文希望能够对蒙古汉语学习者提高汉语学习元认知能力及推进相关研究有所帮助。
[Abstract]:In recent years, with the development of China's economy, the promotion of international status and the charm of Chinese culture itself, more and more people around the world have begun to learn Chinese. Learning Chinese has become a major trend today. Mongolia is no exception. All kinds of people in Mongolia, especially the number of Mongolian college students to learn Chinese has formed a certain scale. What is their ability and level of knowing and controlling their Chinese learning process? It is of theoretical and practical significance to explore the metacognition of Mongolian college students' Chinese learning. It is of great significance to understand the characteristics and rules of Mongolian college students' learning Chinese. This paper describes the metacognition of Mongolian college students' learning Chinese by means of investigation and statistics, and analyzes the gender and nature of metacognition in learning Chinese. Whether there are differences in the target language countries, the level of Chinese, the degree of liking for Chinese, In addition, the differences of metacognition in Chinese learning between excellent learners and those with learning disabilities are compared through interviews. The first chapter is an introduction, which mainly introduces the significance of the topic and the research on metacognition between China and Mongolia. The second chapter mainly describes the survey results of Mongolian college students' Chinese learning metacognition, and analyzes the metacognitive knowledge of Mongolian college students' Chinese learning metacognition. The basic situation of the three dimensions of metacognitive experience and metacognitive monitoring is discussed, and the influence of individual factors on learners' metacognition is discussed. The results show that the metacognitive ability of Mongolian students in the process of learning Chinese is equal to that of Mongolian students. In terms of metacognitive knowledge, Mongolian college students have a good understanding of the purpose and nature of a certain Chinese learning task, as well as a relatively clear understanding of their own learning ability. The level of knowledge of learning strategies is poor. In the aspect of metacognitive experience, Mongolian college students have the highest level of confidence, followed by the degree of interest and satisfaction, and the relatively low degree of adherence. Mongolian college students have better planning ability in Chinese learning, lower adjustment ability and evaluation ability. According to the differences, different gender, educational background, learning country, Chinese level, The Chinese metacognition level of Mongolian college students who like Chinese is different. The above individual differences are some factors that influence the learners' metacognitive ability and level. Comparing the differences of metacognition between excellent learners and those with learning disabilities, we find that excellent learners have more definite learning goals and detailed learning plans, and are more confident in their own Chinese learning. However, people with learning disabilities have a better understanding of their learning tasks, but their learning goals and plans are not clear. The fourth chapter is some suggestions on how to improve Mongolian college students' Chinese metacognition. Chapter five summarizes the main contents of this paper. This thesis hopes to improve the learning metacognitive ability of Mongolian ancient Chinese learners. The research on force and propulsion is helpful.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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