來華非洲留學生漢語學習動機研究
發(fā)布時間：2019-06-08 10:02
【摘要】：學習動機是影響第二語言學習的重要情感因素之一,對學習成敗起著關(guān)鍵作用。在倡導以學生為主體的教學理念、重視學習者個體差異性因素的今天,學習動機受到對外漢語教學研究領(lǐng)域的普遍關(guān)注。隨著全球“漢語熱”升溫,選擇來中國留學的非洲留學生日益增多,而有關(guān)非洲留學生漢語學習動機方面的研究較少。因此,有必要加強對這一留學生群體漢語學習動機的關(guān)注與探索,為開展有針對性的漢語教學、真正實現(xiàn)“因材施教”提供實證參考。 本文以前人研究成果、成熟動機量表為基礎(chǔ),自行編制《來華非洲留學生漢語學習動機調(diào)查問卷》,以江蘇八所高校、上海三所高校的402位非洲留學生為研究對象開展調(diào)查測試。研究重點涉及非洲留學生漢語學習動機類型、不同影響因素下非洲留學生漢語學習動機在各種動機類型上的差異、非洲留學生漢語學習動機類型與HSK成績的關(guān)系。主要研究結(jié)果如下： 1、非洲留學生漢語學習動機可以分為內(nèi)在興趣動機、成就型動機、交流融合動機、學習情境動機、外在壓力動機、工具型動機六種類型。 2、不同年齡、非洲地域、專業(yè)領(lǐng)域、學習類型、交費形式、漢語學習初始年齡和在中國學習漢語時間的非洲留學生在學習動機類型上存在顯著差異或極其顯著差異。 3、非洲留學生學習情境動機與HSK成績存在顯著正相關(guān)關(guān)系；內(nèi)在興趣動機、成就型動機、外部壓力動機、工具型動機都與HSK成績呈負相關(guān)關(guān)系；交流融合動機與HSK成績呈正相關(guān)關(guān)系。 本文結(jié)合研究結(jié)果對對外漢語教學實踐提出建議,力求對進一步提高漢語教學質(zhì)量有所幫助。
[Abstract]:Learning motivation is one of the important emotional factors affecting second language learning, which plays a key role in the success or failure of learning. Today, when we advocate the teaching idea with students as the main body and attach importance to the individual differences of learners, learning motivation has been paid more and more attention in the field of teaching Chinese as a foreign language. With the global "Chinese fever" heating up, more and more African students choose to study in China, but there are few studies on the motivation of African students to learn Chinese. Therefore, it is necessary to pay more attention to and explore the motivation of Chinese learning for this group of foreign students, so as to provide empirical reference for carrying out targeted Chinese teaching and truly realizing "teaching students according to their aptitude". Based on the previous research results and mature motivation scale, this paper compiles the questionnaire on Chinese Learning motivation of African students coming to China, and takes eight colleges and universities in Jiangsu Province. 402 African students from three universities in Shanghai were investigated and tested. The research focuses on the types of Chinese learning motivation of African students, the differences in various motivation types of Chinese learning motivation of African students under different influencing factors, and the relationship between the types of Chinese learning motivation of African students and HSK scores. The main results are as follows: 1. African students' Chinese learning motivation can be divided into six types: intrinsic interest motivation, achievement motivation, communication fusion motivation, learning situational motivation, external stress motivation and instrumental motivation. 2. There are significant or extremely significant differences in learning motivation types among African students of different ages, African regions, major fields, learning types, forms of payment, initial age of Chinese learning and learning time in China. 3. There is a significant positive correlation between learning situational motivation and HSK achievement, while intrinsic interest motivation, achievement motivation, external stress motivation and instrumental motivation are negatively correlated with HSK achievement. There was a positive correlation between AC fusion motivation and HSK scores. Based on the results of the study, this paper puts forward some suggestions for the teaching of Chinese as a foreign language, and tries to be helpful to further improve the quality of Chinese teaching.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
本文編號：2495203
[Abstract]:Learning motivation is one of the important emotional factors affecting second language learning, which plays a key role in the success or failure of learning. Today, when we advocate the teaching idea with students as the main body and attach importance to the individual differences of learners, learning motivation has been paid more and more attention in the field of teaching Chinese as a foreign language. With the global "Chinese fever" heating up, more and more African students choose to study in China, but there are few studies on the motivation of African students to learn Chinese. Therefore, it is necessary to pay more attention to and explore the motivation of Chinese learning for this group of foreign students, so as to provide empirical reference for carrying out targeted Chinese teaching and truly realizing "teaching students according to their aptitude". Based on the previous research results and mature motivation scale, this paper compiles the questionnaire on Chinese Learning motivation of African students coming to China, and takes eight colleges and universities in Jiangsu Province. 402 African students from three universities in Shanghai were investigated and tested. The research focuses on the types of Chinese learning motivation of African students, the differences in various motivation types of Chinese learning motivation of African students under different influencing factors, and the relationship between the types of Chinese learning motivation of African students and HSK scores. The main results are as follows: 1. African students' Chinese learning motivation can be divided into six types: intrinsic interest motivation, achievement motivation, communication fusion motivation, learning situational motivation, external stress motivation and instrumental motivation. 2. There are significant or extremely significant differences in learning motivation types among African students of different ages, African regions, major fields, learning types, forms of payment, initial age of Chinese learning and learning time in China. 3. There is a significant positive correlation between learning situational motivation and HSK achievement, while intrinsic interest motivation, achievement motivation, external stress motivation and instrumental motivation are negatively correlated with HSK achievement. There was a positive correlation between AC fusion motivation and HSK scores. Based on the results of the study, this paper puts forward some suggestions for the teaching of Chinese as a foreign language, and tries to be helpful to further improve the quality of Chinese teaching.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
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