泰国高中生汉语语言态度、动机及其相关性研究
发布时间：2018-10-19 16:44
【摘要】：众所周知,语言态度和语言学习动机在外语学习中起到至关重要的作用。近年来,语言态度和语言学习动机的研究在我国也不断得到重视。并且相关文献著作也日益增多,但是研究汉语语言态度和汉语学习动机之间关系的文献不多。泰国作为东南亚汉语教学推广最好的国家,而以泰国高中生为研究对象的有关汉语语言态度和汉语语言学习动机相关性研究文献较少。本文针对这一现象,以语言学习态度和语言学习动机的相关理论为指导,通过对笔者所在的巴吞他尼sangkeet中学的高中生为例,对泰国高中生的汉语语言态度、动机分别进行了描述性统计分析以及其之间的相关性进行研究。研究的数据是通过调查问卷的方式获得,运用SPSS19.0统计软件对数据进行统计分析,并结合笔者日常教学过程中的观察和访谈的结果对分析数据进行更全面的解释。研究结果表明：泰国高中生的语言态度总体上较为积极,结构上功能因素最为主要。影响泰国高中生汉语语言态度的背景因素有年级、是否汉语班、汉语水平。年级上,泰国高一学生的功能因素比高三学生积极；是否汉语班上,汉语班学生的情感因素比非汉语班学生的情感因素积极；汉语水平上,汉语水平高的学生比汉语水平低的学生的功能因素积极。我们把学习动机分为原因和目的两个方面来探究。原因上,泰国高中生汉语学习的主要原因为外在鼓励,且汉语班和非汉语班学生在学习原因中的内在兴趣、外在鼓励和外在压力中都存在显著性差异。目的上,泰国高中生汉语学习的主要目的为工具型,且汉语班和非汉语班学生以及不同汉语水平的学生都在学习目的的融入型和工具型中均存在显著性差异,在动机强度中,汉语班和非汉语班学生之间存在显著性差异。在相关性分析中,动机强度与语言态度中的情感因素成正相关性,与学习原因中的内在兴趣和外在鼓励之间存在正相关性,与学习目的中的融入型和工具型之间存在正相关性；汉语学习原因中的内在兴趣因素与语言态度成正相关性；汉语学习目的的融入型和工具型均与汉语语言态度的情感因素成正相关性。通过以上研究结果,我们可以更有针对性的改善泰国高中生的汉语语言态度,提高汉语学习动机和水平,更有效地进行汉语国际教育的推广。
[Abstract]:It is well known that language attitude and motivation play an important role in foreign language learning. In recent years, the study of language attitude and motivation has been paid more and more attention in China. And there are more and more literatures about the relationship between Chinese language attitude and learning motivation. Thailand is the best country to promote Chinese language teaching in Southeast Asia, but there are few researches on the correlation between Chinese language attitude and motivation of Chinese language learning among high school students in Thailand. Under the guidance of the theories of language learning attitude and motivation, this paper takes the high school students in Batontani sangkeet Middle School as an example to study the Chinese language attitude of Thai high school students. The motivation was analyzed by descriptive statistics and the correlation between motivation and motivation was studied. The data of the study were obtained by questionnaire. The data were analyzed by SPSS19.0 software, and the results of the observation and interview in the author's daily teaching process were used to explain the data more comprehensively. The results show that the language attitude of Thai high school students is generally positive, and the structural and functional factors are the most important. The background factors influencing the Chinese language attitude of Thai high school students are grade, Chinese class and Chinese level. In grade, the functional factors of the first grade students in Thailand are more positive than those of the third year students; whether the affective factors of the Chinese students in the Chinese class are more positive than those of the non-Chinese class students; the level of Chinese language is higher than that of the non-Chinese students. The functional factors of the students with high level of Chinese are more active than those with low level of Chinese. We divide learning motivation into two aspects: cause and purpose. The main reason for Thai senior high school students' Chinese learning is external encouragement, and there are significant differences in the intrinsic interest, external encouragement and external pressure between Chinese class and non-Chinese class. Objective: the main purpose of Thai senior high school students' Chinese learning is instrumental, and there are significant differences between the students of Chinese class, non-Chinese class and students of different Chinese level in the integration type and tool type of learning purpose, and in the intensity of motivation. There is significant difference between Chinese class and non-Chinese class. In the correlation analysis, there is a positive correlation between motivation intensity and affective factors in language attitude, positive correlation with intrinsic interest and external encouragement in learning reasons, and positive correlation with integration type and instrumental type in learning purpose. The intrinsic factors of interest in Chinese learning are positively correlated with language attitudes, and the integration and instrumental types of Chinese learning purposes are positively correlated with affective factors of Chinese language attitudes. Through the above research results, we can improve the Chinese language attitude of Thai high school students, improve the motivation and level of Chinese learning, and promote the international education of Chinese more effectively.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2281735
[Abstract]:It is well known that language attitude and motivation play an important role in foreign language learning. In recent years, the study of language attitude and motivation has been paid more and more attention in China. And there are more and more literatures about the relationship between Chinese language attitude and learning motivation. Thailand is the best country to promote Chinese language teaching in Southeast Asia, but there are few researches on the correlation between Chinese language attitude and motivation of Chinese language learning among high school students in Thailand. Under the guidance of the theories of language learning attitude and motivation, this paper takes the high school students in Batontani sangkeet Middle School as an example to study the Chinese language attitude of Thai high school students. The motivation was analyzed by descriptive statistics and the correlation between motivation and motivation was studied. The data of the study were obtained by questionnaire. The data were analyzed by SPSS19.0 software, and the results of the observation and interview in the author's daily teaching process were used to explain the data more comprehensively. The results show that the language attitude of Thai high school students is generally positive, and the structural and functional factors are the most important. The background factors influencing the Chinese language attitude of Thai high school students are grade, Chinese class and Chinese level. In grade, the functional factors of the first grade students in Thailand are more positive than those of the third year students; whether the affective factors of the Chinese students in the Chinese class are more positive than those of the non-Chinese class students; the level of Chinese language is higher than that of the non-Chinese students. The functional factors of the students with high level of Chinese are more active than those with low level of Chinese. We divide learning motivation into two aspects: cause and purpose. The main reason for Thai senior high school students' Chinese learning is external encouragement, and there are significant differences in the intrinsic interest, external encouragement and external pressure between Chinese class and non-Chinese class. Objective: the main purpose of Thai senior high school students' Chinese learning is instrumental, and there are significant differences between the students of Chinese class, non-Chinese class and students of different Chinese level in the integration type and tool type of learning purpose, and in the intensity of motivation. There is significant difference between Chinese class and non-Chinese class. In the correlation analysis, there is a positive correlation between motivation intensity and affective factors in language attitude, positive correlation with intrinsic interest and external encouragement in learning reasons, and positive correlation with integration type and instrumental type in learning purpose. The intrinsic factors of interest in Chinese learning are positively correlated with language attitudes, and the integration and instrumental types of Chinese learning purposes are positively correlated with affective factors of Chinese language attitudes. Through the above research results, we can improve the Chinese language attitude of Thai high school students, improve the motivation and level of Chinese learning, and promote the international education of Chinese more effectively.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2281735
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