本文選題：來華留學(xué)生 + 漢語學(xué)習(xí)　； 參考：《長沙理工大學(xué)》2013年碩士論文

【摘要】：Krashen的情感過濾假說認(rèn)為學(xué)習(xí)者自身有一個“情感過濾裝置”，會對語言輸入起到過濾的作用。學(xué)習(xí)者并不會全部吸收外部輸入的信息，他們的一些情感因素使輸入信息成為不可理解性的輸入，從而減少了學(xué)習(xí)者的可理解性輸入，影響了第二語言的學(xué)習(xí)效果。同等條件下，“情感過濾裝置”越強可理解性輸入就會越少，學(xué)習(xí)效果也會越差，反之則可理解性輸入越多，學(xué)習(xí)效果越好�！扒楦羞^濾裝置”的強弱跟學(xué)習(xí)者的動機、自信心、焦慮狀況和身體狀態(tài)等有關(guān)。Krashen認(rèn)為學(xué)習(xí)動力強、自信心強的學(xué)習(xí)者都會獲得更多的可理解性輸入，而低焦慮比高焦慮更有益于語言的習(xí)得。 人本主義心理學(xué)認(rèn)為，人生來就有學(xué)習(xí)的潛能，教育應(yīng)以學(xué)習(xí)者為中心，充分發(fā)揮其潛在能力。教師應(yīng)由衷地信任學(xué)生能夠發(fā)展自己的潛在能力，使他們能夠愉快、創(chuàng)造性地學(xué)習(xí)。人本主義心理學(xué)重視人的主動性和價值觀、態(tài)度體系和情感等在學(xué)習(xí)中的重要性，注意促進學(xué)生學(xué)會學(xué)習(xí)和學(xué)會適應(yīng)變化，注意建立良好的師生關(guān)系。 近年來，在經(jīng)濟全球化、文化多元化的背景下，來華留學(xué)生總數(shù)、生源國家和地區(qū)數(shù)、我國接收留學(xué)生單位數(shù)等歷年來均以超過10%的比例增長。因此，本研究以情感過濾假說和人本主義理論為基礎(chǔ)，以來華留學(xué)生的漢語學(xué)習(xí)焦慮、學(xué)習(xí)動機和學(xué)習(xí)策略為切入點，研究了來華留學(xué)生的漢語學(xué)習(xí)焦慮、學(xué)習(xí)動機和學(xué)習(xí)策略的總體情況以及它們之間的關(guān)系。 本研究主要采用定量研究方法，輔以定性研究，，對100名來華留學(xué)生的漢語學(xué)習(xí)焦慮、學(xué)習(xí)動機及學(xué)習(xí)策略進行了調(diào)查。定量研究采用“漢語課堂焦慮量表”（在Horwits等人1986年設(shè)計的“外語課堂焦慮量表”基礎(chǔ)上修改而成）、Gardner的“融合型/工具型動機量表”和“語言學(xué)習(xí)策略量表”（在Oxford的“語言學(xué)習(xí)策略量表”基礎(chǔ)上修改而成），并使用社會科學(xué)統(tǒng)計軟件包（SPSS16.0）對收集得到的數(shù)據(jù)進行了分析。其中還有四名留學(xué)生學(xué)生參加了個人訪談來補充說明定量研究的結(jié)果。 研究結(jié)果表明： （1）來華留學(xué)生的漢語學(xué)習(xí)大部分處于低度或中度焦慮。其中，在性別和年齡上不存在顯著性差異，但不同漢語學(xué)習(xí)時間的留學(xué)生的焦慮感存在顯著性差異。 （2）來華留學(xué)生的漢語學(xué)習(xí)動機主要為工具型動機。工具型動機維度存在性別和年齡的差異，漢語學(xué)習(xí)時間長短不同的留學(xué)生在漢語學(xué)習(xí)融入型動機維度并不存在顯著性差異。但是，在工具型動機維度存在顯著性差異。 （3）來華留學(xué)生使用頻率最高的學(xué)習(xí)策略是社交策略，使用頻率最低的是情感策略。男生與女生在記憶策略、認(rèn)知策略、情感策略和社交策略四個維度上都存在顯著性差異。不同漢語學(xué)習(xí)時間的留學(xué)生在記憶策略和社交策略維度上存在顯著性差異，在認(rèn)知策略和情感策略維度上不存在顯著性差異。 （4）留學(xué)生的漢語學(xué)習(xí)焦慮與學(xué)習(xí)動機之間并不存在相關(guān)性。留學(xué)生的漢語學(xué)習(xí)焦慮與認(rèn)知策略和情感策略呈正相關(guān)關(guān)系，與記憶策略和社交策略呈負(fù)相關(guān)關(guān)系。留學(xué)生的融入型動機與四種學(xué)習(xí)策略都呈正相關(guān)關(guān)系，工具型動機與四種學(xué)習(xí)策略也都呈正相關(guān)關(guān)系。
[Abstract]:Krashen's affective filter hypothesis suggests that the learner has a "emotional filter" itself, which plays a role in filtering language input. The learner does not fully absorb the information from the external input, and some of their emotional factors make the input information an incomprehensible input, thereby reducing the learner's comprehensible input, and the shadow of the learner. Under the same condition, the stronger the "emotional filter", the less the comprehensible input will be, the worse the learning effect is, the more comprehensible input and the better the learning effect. The strength of the "emotional filter" is related to the motivation, confidence, anxiety, and physical state of the learner,.Krashen. Learners with strong learning motivation and strong self-confidence will get more comprehensible input, while low anxiety is more conducive to language acquisition than high anxiety.
Humanistic psychology holds that life has the potential of learning. Education should take the learner as the center and give full play to its potential abilities. Teachers should sincerely trust that students can develop their potential abilities and enable them to learn happily and creatively. Humanistic psychology attaches importance to the initiative and values, attitude system and emotion of human beings. And so on, so as to promote students to learn how to learn and adapt to change, and to establish good teacher-student relationship.
In recent years, in the context of economic globalization and cultural diversity, the total number of students in China, the number of countries and regions, and the number of foreign students in China have increased by more than 10% years. Therefore, the study is based on the affective filtering hypothesis and humanism theory, and the Chinese Learning anxiety and learning motivation of the Chinese students in China have been based on the theory of emotion filtering and humanism. With learning strategies as the starting point, the overall situation of Chinese learning anxiety, learning motivation and learning strategies of foreign students in China and their relationship are studied.
This study used quantitative research methods and qualitative research to investigate the Chinese learning anxiety, learning motivation and learning strategies of 100 Chinese students from China. The quantitative study adopted the "Chinese Classroom Anxiety Scale" (revised on the "foreign language classroom focus scale" designed by Horwits et al. In 1986), and Gardner "melts". The combined / tool motivation scale and the language learning strategy scale, modified on the basis of the Oxford's language learning strategy scale, were modified with the social science statistics package (SPSS16.0). The data were analyzed using the social science statistics package (SPSS16.0). Four of the students participated in a personal interview to supplement the quantitative research. The result.
The results of the study show that:
(1) most of the Chinese students in China are in low or moderate anxiety. Among them, there is no significant difference in gender and age, but there are significant differences in the anxiety of foreign students with different Chinese learning time.
(2) the motivation of Chinese learning for Chinese students in China is mainly instrumental motivation. There are differences in gender and age in the dimension of instrumental motivation. There is no significant difference in the dimension of Chinese Learning Integration motivation in Chinese learning time. However, there are significant differences in the dimension of instrumental motivation.
(3) the most frequently used learning strategies for students in China are social strategies, and the lowest use frequency is emotional strategy. There are significant differences in the four dimensions of memory strategy, cognitive strategy, emotional strategy and social strategy in boys and girls. The students with different Chinese learning time have a significant difference in memory strategy and social strategy dimension. There is no significant difference between cognitive strategies and affective strategies.
(4) there is no correlation between Chinese learning anxiety and learning motivation. There is a positive correlation between Chinese learning anxiety and cognitive strategies and affective strategies, and negative correlation with memory strategies and social strategies. The integration motivation of foreign students is positively related to four learning strategies, tool motivation and four kinds of learning strategies. There is also a positive correlation between learning strategies.
【學(xué)位授予單位】：長沙理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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