【摘要】：眾所周知,語(yǔ)言態(tài)度和語(yǔ)言學(xué)習(xí)動(dòng)機(jī)在外語(yǔ)學(xué)習(xí)中起到至關(guān)重要的作用。近年來,語(yǔ)言態(tài)度和語(yǔ)言學(xué)習(xí)動(dòng)機(jī)的研究在我國(guó)也不斷得到重視。并且相關(guān)文獻(xiàn)著作也日益增多,但是研究漢語(yǔ)語(yǔ)言態(tài)度和漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)之間關(guān)系的文獻(xiàn)不多。泰國(guó)作為東南亞漢語(yǔ)教學(xué)推廣最好的國(guó)家,而以泰國(guó)高中生為研究對(duì)象的有關(guān)漢語(yǔ)語(yǔ)言態(tài)度和漢語(yǔ)語(yǔ)言學(xué)習(xí)動(dòng)機(jī)相關(guān)性研究文獻(xiàn)較少。本文針對(duì)這一現(xiàn)象,以語(yǔ)言學(xué)習(xí)態(tài)度和語(yǔ)言學(xué)習(xí)動(dòng)機(jī)的相關(guān)理論為指導(dǎo),通過對(duì)筆者所在的巴吞他尼sangkeet中學(xué)的高中生為例,對(duì)泰國(guó)高中生的漢語(yǔ)語(yǔ)言態(tài)度、動(dòng)機(jī)分別進(jìn)行了描述性統(tǒng)計(jì)分析以及其之間的相關(guān)性進(jìn)行研究。研究的數(shù)據(jù)是通過調(diào)查問卷的方式獲得,運(yùn)用SPSS19.0統(tǒng)計(jì)軟件對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,并結(jié)合筆者日常教學(xué)過程中的觀察和訪談的結(jié)果對(duì)分析數(shù)據(jù)進(jìn)行更全面的解釋。研究結(jié)果表明：泰國(guó)高中生的語(yǔ)言態(tài)度總體上較為積極,結(jié)構(gòu)上功能因素最為主要。影響泰國(guó)高中生漢語(yǔ)語(yǔ)言態(tài)度的背景因素有年級(jí)、是否漢語(yǔ)班、漢語(yǔ)水平。年級(jí)上,泰國(guó)高一學(xué)生的功能因素比高三學(xué)生積極；是否漢語(yǔ)班上,漢語(yǔ)班學(xué)生的情感因素比非漢語(yǔ)班學(xué)生的情感因素積極；漢語(yǔ)水平上,漢語(yǔ)水平高的學(xué)生比漢語(yǔ)水平低的學(xué)生的功能因素積極。我們把學(xué)習(xí)動(dòng)機(jī)分為原因和目的兩個(gè)方面來探究。原因上,泰國(guó)高中生漢語(yǔ)學(xué)習(xí)的主要原因?yàn)橥庠诠膭?lì),且漢語(yǔ)班和非漢語(yǔ)班學(xué)生在學(xué)習(xí)原因中的內(nèi)在興趣、外在鼓勵(lì)和外在壓力中都存在顯著性差異。目的上,泰國(guó)高中生漢語(yǔ)學(xué)習(xí)的主要目的為工具型,且漢語(yǔ)班和非漢語(yǔ)班學(xué)生以及不同漢語(yǔ)水平的學(xué)生都在學(xué)習(xí)目的的融入型和工具型中均存在顯著性差異,在動(dòng)機(jī)強(qiáng)度中,漢語(yǔ)班和非漢語(yǔ)班學(xué)生之間存在顯著性差異。在相關(guān)性分析中,動(dòng)機(jī)強(qiáng)度與語(yǔ)言態(tài)度中的情感因素成正相關(guān)性,與學(xué)習(xí)原因中的內(nèi)在興趣和外在鼓勵(lì)之間存在正相關(guān)性,與學(xué)習(xí)目的中的融入型和工具型之間存在正相關(guān)性；漢語(yǔ)學(xué)習(xí)原因中的內(nèi)在興趣因素與語(yǔ)言態(tài)度成正相關(guān)性；漢語(yǔ)學(xué)習(xí)目的的融入型和工具型均與漢語(yǔ)語(yǔ)言態(tài)度的情感因素成正相關(guān)性。通過以上研究結(jié)果,我們可以更有針對(duì)性的改善泰國(guó)高中生的漢語(yǔ)語(yǔ)言態(tài)度,提高漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)和水平,更有效地進(jìn)行漢語(yǔ)國(guó)際教育的推廣。
[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.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3
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本文編號(hào)：2281735