韩国学生汉语学习策略与HSK成绩的相关性研究

发布时间：2018-06-17 12:41

本文选题：韩国学生 + 学习策略　；参考：《山东师范大学》2017年硕士论文

【摘要】：20世纪70年代,随着对语言学习理解的进一步深入,应用语言学的研究者将研究重点转向了对学习策略的研究,第二语言的习得研究也在此时得到了语言研究者的普遍关注,并发生了研究方向的根本性转变——从“教”转向了“学”。虽然有关学习策略与成绩的关系目前已经取得了一些研究成果,而经过知网文献关键词搜索,未发现有关韩国学生汉语学习策略与HSK成绩的相关性研究。所以本文在前人研究结果的基础上,根据调查问卷以及访谈的方式对韩国学生汉语学习策略与HSK成绩间的相关性做一尝试性地探究。本次研究以韩国本土的学习者以及山东师范大学的韩国留学生为研究对象,通过问卷调查和深度访谈等研究方法,定性与定量分析相结合,对韩国学生汉语学习策略与HSK总成绩和各单项成绩等方面的相关性进行了较为全面的分析,并得出以下结论:第一,认知策略和元认知策略与韩国学生的HSK总成绩存在显著的正相关,其中,认知策略对其影响最大。第二,非目的语环境下的韩国学生HSK总成绩与认知策略和情感策略存在显著的正相关;目的语环境下的韩国学生HSK总成绩与认知策略、补偿策略和社交策略存在显著的正相关。第三,HSK听力成绩与认知策略、元认知策略、情感策略、社交策略存在显著的正相关,HSK阅读成绩和写作成绩与认知策略存在显著的正相关。第四,高分组韩国学生运用记忆策略、认知策略、补偿策略、元认知策略、情感策略和社交策略的频率都显著高于低分组韩国学生;在认知策略的使用上高分组与低分组差异性最大,在记忆策略的使用上两组差异性最小。最后,本文首先对教师提出了组织汉语教学课堂的七个标准,并对如何应用这七个标准来组织课堂交际进行了具体阐释。然后对韩国学生提出了三点建议,从而有利于韩国学生更加熟练有效地使用各种学习策略,促进汉语交际能力的发展和汉语水平的提高。
[Abstract]:In the 1970s, with the further development of the understanding of language learning, the researchers of applied linguistics shifted their research emphasis to the study of learning strategies. At this time, the study of second language acquisition also received widespread attention from language researchers. And a fundamental change in the direction of research took place-from "teaching" to "learning". Although some research results have been made on the relationship between learning strategies and achievements, there is no correlation study between Chinese learning strategies and HSK scores of Korean students. Based on the results of previous studies, this paper tries to explore the correlation between Chinese learning strategies and HSK scores of Korean students according to questionnaires and interviews. This study takes Korean native learners and Korean students from Shandong normal University as the research objects, and combines qualitative and quantitative analysis with questionnaires and in-depth interviews. This paper makes a comprehensive analysis of the correlation between Korean students' Chinese learning strategies and HSK scores and individual scores, and draws the following conclusions: first, Cognitive strategies and metacognitive strategies have significant positive correlation with the total HSK scores of Korean students, among which cognitive strategies have the greatest influence on them. Secondly, the total HSK scores of Korean students in non-target language context are positively correlated with cognitive and affective strategies, while the total HSK scores and cognitive strategies, compensation strategies and social strategies of Korean students in target language environment are significantly positively correlated. Thirdly, there is a significant positive correlation between HSK listening scores and cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Fourth, the high score group Korean students use memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies are significantly higher than low-group Korean students; In the use of cognitive strategies, the difference between the high score group and the low group is the greatest, and the difference between the two groups in memory strategy use is the least. Finally, this paper first puts forward seven standards for teachers to organize Chinese teaching class, and explains how to organize classroom communication by using these seven standards. Then three suggestions are put forward to Korean students, so as to help Korean students to use various learning strategies more skillfully and effectively, and to promote the development of Chinese communicative competence and the improvement of Chinese proficiency.
【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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