中泰学生汉字学习策略调查研究

发布时间：2018-08-26 14:24

【摘要】：本文从学习策略的角度出发,重点研究中泰两国学习者在汉字学习策略方面的使用情况。笔者在对汉字学习策略相关研究进行整理、总结的基础之上,利用自身研制的汉字学习策略量表,对中国学生、泰国学生汉字学习策略进行问卷调查,借助SPSS22.0统计分析软件,分析中泰学生汉字学习策略的具体情况,并且探讨性别、不同汉语水平以及不同文化背景三个因素对汉字学习策略使用的影响,从而进一步考察两国学生汉字学习情况的异同及汉字学习过程中仍存在的问题。在汉字学习观念上,中泰学生对方法观的认同度最高,在差异观上的认同度最低;在管理策略上,中泰学生对监控策略的使用频率较高;在汉字学习策略上,中泰两国学生在笔画策略上的排序相同,字形策略、复习策略和社交策略上均属于中频使用。但中泰学生汉字学习策略使用情况的差异也十分显著,两者的不同点主要是:在学习观念上,泰国学生的认同度更高,尤其是在难度观上差异明显;在管理策略上,则是中国学生的使用频率更高;汉字学习策略方面,两国学生在记忆策略、笔画策略、音义策略、归纳策略、复习策略、应用策略、母语策略、推测策略使用上的差异均十分显著,中国学生的使用频率均高于泰国学生。泰国学生在汉字学习过程中最常使用的策略是母语策略、社交策略,最不常使用的是归纳策略、应用策略。中国学生在汉字学习过程中最常使用的策略是应用策略、归纳策略,最不常使用的是复习策略、字形策略。同时我们还发现女性与男性在难度观、计划策略、归纳策略和应用策略上的差异达到显著性水平。不同汉语水平在方法观、监控策略、记忆策略、笔画策略、音义策略、字形策略、复习策略、母语策略、推测策略和社交策略上差异显著。本文还尝试参考霍夫斯泰德文化维度理论,探讨不同文化背景对中泰两国学习者汉字学习策略选择和使用的影响。同时,将定量研究与定性研究相结合,选取两名学生进行个案分析。最后,我们根据数据分析结果,为汉字教学和策略培训方面提出一些建议。
[Abstract]:From the perspective of learning strategies, this paper focuses on the use of Chinese character learning strategies by Chinese and Thai learners. On the basis of sorting out and summarizing the research of Chinese character learning strategy, the author makes use of the Chinese character learning strategy scale developed by himself to survey Chinese students and Thai students' Chinese character learning strategy, and makes use of SPSS22.0 statistical analysis software. This paper analyzes the specific situation of Chinese character learning strategies among Chinese and Thai students, and probes into the influence of gender, different Chinese proficiency and different cultural backgrounds on the use of Chinese characters learning strategies. Thus, the similarities and differences of students' Chinese character learning between the two countries and the problems in the process of learning Chinese characters are further investigated. In the concept of Chinese character learning, the Chinese and Thai students have the highest degree of recognition to the view of method, and the lowest degree of recognition in the view of difference; in the aspect of management strategy, the Chinese and Thai students use the monitoring strategy more frequently; in the aspect of the learning strategy of Chinese characters, The Chinese and Thai students have the same order of stroke strategies, and the glyph strategy, review strategy and social strategy are all used in intermediate frequency. However, there are significant differences in the use of Chinese characters between Chinese and Thai students. The differences between the two are as follows: in terms of learning concepts, Thai students have a higher degree of identity, especially in the view of difficulty, and in management strategies, Chinese students use Chinese characters more frequently. In the learning strategies of Chinese characters, the students of both countries have strategies of memory, stroke, phonology, induction, review, application, mother tongue, etc. There were significant differences in the use of speculated strategies, and the frequency of use of Chinese students was higher than that of Thai students. Native language strategy, social strategy, inductive strategy and applied strategy are the most common strategies used by Thai students in the process of learning Chinese characters. The most common strategies used by Chinese students in the process of learning Chinese characters are applied strategies, inductive strategies, and the most infrequent strategies are review strategies and glyph strategies. At the same time, we found that the differences between women and men in difficulty, planning strategies, inductive strategies and application strategies reached a significant level. Different levels of Chinese have significant differences in view of method, monitoring strategy, memory strategy, stroke strategy, phonetic strategy, glyph strategy, review strategy, native language strategy, speculative strategy and social strategy. This paper also attempts to explore the influence of different cultural backgrounds on the choice and use of Chinese characters learning strategies for Chinese learners in China and Thailand with reference to Hofstede's cultural dimension theory. At the same time, two students were selected for case study by combining quantitative and qualitative research. Finally, according to the result of data analysis, we put forward some suggestions for Chinese character teaching and strategy training.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H19

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