本文選題：學(xué)習(xí)策略 + 對(duì)外漢語教學(xué)�。� 參考：《杭州師范大學(xué)》2009年碩士論文

【摘要】： 學(xué)習(xí)策略在第二語言習(xí)得中占據(jù)重要的地位。學(xué)習(xí)策略的測(cè)驗(yàn)與評(píng)估對(duì)進(jìn)一步深入探討有關(guān)學(xué)習(xí)策略的基本理論問題,了解學(xué)生現(xiàn)有的學(xué)習(xí)策略水平,評(píng)價(jià)學(xué)習(xí)策略的訓(xùn)練效果,指導(dǎo)學(xué)生如何更為有效地進(jìn)行學(xué)習(xí)策略方面的培養(yǎng)與訓(xùn)練均有十分重要的意義。 隨著中國綜合國力的提升,中國與外國在政治、經(jīng)濟(jì)、文化等方面的交流日益頻繁,在國際社會(huì)中發(fā)揮著越來越重要的作用。特別是在國家制定了把對(duì)外漢語教學(xué)轉(zhuǎn)向漢語國際推廣的新的發(fā)展戰(zhàn)略后,漢語學(xué)習(xí)熱不斷升溫,越來越多的外國學(xué)生把漢語當(dāng)作自己的第二語言。這就使外國留學(xué)生漢語學(xué)習(xí)策略的研究日益成為學(xué)習(xí)策略研究中的重要課題。 然而,目前國內(nèi)外尚無專門用于測(cè)量外國留學(xué)生漢語學(xué)習(xí)者學(xué)習(xí)策略的測(cè)量工具。因此,如何科學(xué)、有效地編制用于分析外國留學(xué)生漢語學(xué)習(xí)策略的量表,便成為對(duì)外漢語教育領(lǐng)域中十分重要的研究課題。針對(duì)這一問題,本研究通過預(yù)備性研究、預(yù)測(cè)、修改及測(cè)量與統(tǒng)計(jì)分析,嘗試制訂出一份外國留學(xué)生漢語學(xué)習(xí)策略量表。全文共分五個(gè)部分,具體結(jié)構(gòu)如下: 第一部分為緒論。在這一部分中,我們首先對(duì)學(xué)習(xí)策略及語言學(xué)習(xí)策略的概念、語言學(xué)習(xí)策略的結(jié)構(gòu)以及學(xué)習(xí)策略的有關(guān)測(cè)評(píng)量表的各項(xiàng)研究進(jìn)行梳理,然后對(duì)漢語學(xué)習(xí)者學(xué)習(xí)策略的研究進(jìn)行綜述。在這個(gè)基礎(chǔ)上,我們分析了研究中有待解決的問題建議,并提出了幾點(diǎn)建議。 第二部分是Oxford學(xué)習(xí)策略量表的適用性研究。SILL量表自1990年出版以來,在不同國家不同文化背景的英語學(xué)習(xí)中被廣泛用于測(cè)量英語學(xué)習(xí)者的語言學(xué)習(xí)策略,并且受到了廣泛好評(píng)。此次研究并不是要質(zhì)疑SILL量表的信效度,而是考慮到文化背景是影響語言學(xué)習(xí)策略選用的重要因素之一,另一方面,漢語學(xué)習(xí)也有諸多與英語學(xué)習(xí)不同的地方,這些都會(huì)對(duì)學(xué)習(xí)策略的測(cè)量產(chǎn)生影響。因此這一部分測(cè)查SILL量表在留學(xué)生中使用時(shí)的信度及效度,再據(jù)此對(duì)量表進(jìn)行修正,為下一步的研究提供基礎(chǔ)數(shù)據(jù)。 第三部分是外國留學(xué)生漢語學(xué)習(xí)策略預(yù)測(cè)量表的編制。在這一部分中,我們首先討論了量表修正的若干問題,然后依據(jù)外國留學(xué)生漢語學(xué)習(xí)策略量表的編制原則,選擇了備選項(xiàng)目。在這個(gè)基礎(chǔ)上,我們進(jìn)行了預(yù)備性研究,并用SPSS15.0對(duì)預(yù)測(cè)量表的項(xiàng)目進(jìn)行探索性因素分析,并據(jù)此進(jìn)行了項(xiàng)目的篩選與修訂。 第四部分為外國留學(xué)生漢語學(xué)習(xí)策略正式量表的形成。我們?cè)谡{(diào)查的基礎(chǔ)上,對(duì)調(diào)查結(jié)果進(jìn)行了項(xiàng)目分析和探索性因素分析,并據(jù)此確定正式量表的內(nèi)容。我們對(duì)正式量表學(xué)習(xí)策略項(xiàng)目進(jìn)行了特征分析,并選擇樣本進(jìn)行正式測(cè)量,通過研究結(jié)果的分析,可以發(fā)現(xiàn)本次編制的量表與Oxford版量表相比,改進(jìn)之處主要是: 1.新量表的理論框架(即結(jié)構(gòu))建立在原有量表的基礎(chǔ)上,考慮了漢語的實(shí)際特點(diǎn); 2.測(cè)量的內(nèi)容更加全面; 3.項(xiàng)目所描述的特征更加典型; 4.項(xiàng)目的表述進(jìn)一步完善; 5.設(shè)計(jì)了完美性檢驗(yàn)題及對(duì)偶檢驗(yàn)題。 第五部分主要是分析了本次量表編制與研究中的不足,并提出了進(jìn)一步研究的設(shè)想。
[Abstract]:Learning strategies play an important role in the second language acquisition. The test and evaluation of learning strategies will further explore the basic theoretical problems of learning strategies, understand the level of the students' existing learning strategies, evaluate the training effect of the learning strategies, and guide the students how to train and train their learning strategies more effectively. Practice is of great significance.
With the promotion of China's comprehensive national strength, China and foreign countries have more and more frequent exchanges in political, economic and cultural aspects, and play a more and more important role in the international community. In particular, after the state has formulated a new development strategy to turn the teaching of Chinese as a foreign language to the Chinese language, the Chinese learning heat has been warming up and more and more outside. Chinese students regard Chinese as their second language, which makes the study of Chinese learning strategies for foreign students become an important topic in learning strategy research.
However, at present, there is no measuring tool for measuring the learning strategies of Chinese learners of foreign students. Therefore, it is a very important research topic in the field of foreign Chinese education to scientifically and effectively compile a scale for the analysis of foreign students' Chinese learning strategies. Sexual research, prediction, modification and measurement and statistical analysis, try to develop a foreign student Chinese learning strategy scale. The full text is divided into five parts, the concrete structure is as follows:
The first part is the introduction. In this part, we first sort out the concepts of learning strategies and language learning strategies, the structure of language learning strategies and the related assessment scales of learning strategies, and then make a comprehensive analysis of the study of Chinese learners' learning strategies. On this basis, we analyze the research in the study. Suggestions to be solved and several suggestions are put forward.
The second part is the applicability of the Oxford learning strategy scale. Since its publication in 1990, the.SILL scale has been widely used to measure the language learning strategies of English learners in different cultural backgrounds of different countries and has been widely praised. This study is not to question the validity of the SILL scale, but to consider the text. The background is one of the important factors that affect the selection of language learning strategies. On the other hand, there are many different places in Chinese learning which are different from English learning. These will affect the measurement of learning strategies. Therefore, this part examines the reliability and validity of the SILL scale in the use of foreign students, and then modifies the scale for the next one. The step's research provides the basic data.
The third part is the compilation of the Chinese learning strategy Prediction Scale for foreign students. In this part, we first discussed some problems of the revision of the scale, and then selected the alternatives based on the principle of the compilation of the Chinese learning strategy scale for foreign students. On this basis, we have carried out a preparatory study and used the SPSS15.0 to make a preliminary study. Exploratory factor analysis was carried out on the items of the measurement table, and the project was screened and revised accordingly.
The fourth part is the formation of the formal scale of Chinese learning strategies for foreign students. On the basis of the investigation, we carry out the project analysis and exploratory factor analysis on the results of the investigation and determine the content of the formal scale. The analysis of the results shows that the improvement of this scale is compared with that of the Oxford version.
1. the theoretical framework of the new scale (i.e. structure) is based on the original scale, taking into account the actual characteristics of Chinese language.
2. the content of the measurement is more comprehensive.
The features described in the 3. project are more typical.
The expression of the 4. project is further improved.
5. the test of perfection and dual test are designed.
The fifth part mainly analyzes the deficiencies in the compilation and research of this scale, and puts forward some ideas for further research.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

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本文編號(hào)：1904948