中亚五国留学生汉语学习策略的调查与分析
|
摘要
本文以中亚五国110名留学生为对象,利用Oxford(1990)的语言学习策略量表,通过问卷调查与面对面的访谈考察了中亚五国留学生汉语学习策略的特点,并分析了性别、年龄与汉语学习年限等个体因素对学习策略的影响。文章还探讨了个体差异对学习策略产生影响的原因,并提出相应的教学建议。
The study on Chinese learning strategies employed by foreign students from five Central Asian countries is studied in this pater.It adopts Oxford's Strategy Inventory for language learning(1990) to do a questionnaire survey,with face-to-face interviews to investigate the Chinese learning strategies employed by 110 students from Central Asia.The result shows that the target students tend to use indirect strategies,namely social strategy,metacognitive strategy and emotional strategy,followed by direct strategies,namely compensation strategy,cognitive strategy and memory strategy.The gender difference does not markedly affect the use of strategies while the differences of age and learning time have some influences.Based on the conclusions of the survey and interview,this paper analyzed the underlying reasons and put forward the teaching suggestions.
The study on Chinese learning strategies employed by foreign students from five Central Asian countries is studied in this pater.It adopts Oxford's Strategy Inventory for language learning(1990) to do a questionnaire survey,with face-to-face interviews to investigate the Chinese learning strategies employed by 110 students from Central Asia.The result shows that the target students tend to use indirect strategies,namely social strategy,metacognitive strategy and emotional strategy,followed by direct strategies,namely compensation strategy,cognitive strategy and memory strategy.The gender difference does not markedly affect the use of strategies while the differences of age and learning time have some influences.Based on the conclusions of the survey and interview,this paper analyzed the underlying reasons and put forward the teaching suggestions.
引文
[1]江新.汉语作为第二语言学习策略初探[J].语言教学与研究,2000,(1).
[2]刘凤芹.日本国内大学生汉语学习策略调查分析[J].汉语学习,2012,(4).
[3]刘珣.对外汉语教育学引论[M].北京:北京语言文化大学出版社,2000.
[4]孙晓明.投入因素对欧美学生汉语词汇学习的影响[J].语言教学与研究,2005,(3).
[5]文秋芳,王立非.英语学习策略理论研究[M].西安:陕西师范大学出版社,2004.
[6]吴琼.基于非洲来华留学生汉语学习策略的口语教学研究[J].语文教学通讯,2018,(6).
[7]吴勇毅.汉语“学习策略”的描述性研究与介入性研究[J].世界汉语教学,2001,(4).
[8]吴勇毅.意大利学生汉语口语学习策略使用的个案研究[J].世界汉语教学,2008,(4).
[9]徐子亮.外国学生汉语学习策略的认知心理分析[J].世界汉语教学,1999,(4).
[10]杨黎.不同水平的美国汉语学习者在目的语环境中语用能力的发展[J].语言教学与研究,2016,(6).
[11]杨翼.高级汉语学习者的学习策略与学习效果的关系[J].世界汉语教学,1998,(1).
[12]郑敏.对语言学习策略分类框架的质疑[J].外语与外语教学,2000,(12).
[13]Bacon,S.M.The Relationship Between Gender,Comprehension,Processing Strategies,and Cognitive and Affective Response in Foreign Language Listening[J].The Modern Language Journal,1992,(76).
[14]Bialysto k,E.The Structure of Age:In Search of Barriers to Second Language Acquisition[J].Second Language Research,1997,(13).
[15]Brown,H.D.Teaching by Principles:An Interactive Approach to Language Pedagogy[M].San Francisco Longman,2001.
[16]Ellis,R.The Study of Second Language Acquisition[M].Oxford:Oxford University Press,1994.
[17]O’Malley,M.J.&Chamot,A,U.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
[18]Oxford,R.L.&Nyikos.M.Variable Affecting Choice of Language Learning Strategies by University Students[J].Modern Language Journal,1989,(73).
[19]Oxford,R L.Language Learning Strategies:What Every Teacher Should Know[M].New York:Newbury House Publishers,1990.
[20]Oxford,R.L.Teaching and Researching Language Learning Strategies Self-Regulation in Context[M].New York,NY:Routledge,2016.
[21]Rubin,J.What the“Good Language Learner”Can Teach Us[J].TESOL Quarterly,1975,(9).
[22]Wong,L.C.&Nunan,D.The Learning Styles and Strategies of Effective Language Learners[J].System,2001,(39).
(1)江新(2000)的研究结果是:“在整体上平均分数比较高的学习策略是社会策略、元认知策略、补偿策略,其次是认知策略,平均分数比较低的是记忆策略和情感策略”。
[2]刘凤芹.日本国内大学生汉语学习策略调查分析[J].汉语学习,2012,(4).
[3]刘珣.对外汉语教育学引论[M].北京:北京语言文化大学出版社,2000.
[4]孙晓明.投入因素对欧美学生汉语词汇学习的影响[J].语言教学与研究,2005,(3).
[5]文秋芳,王立非.英语学习策略理论研究[M].西安:陕西师范大学出版社,2004.
[6]吴琼.基于非洲来华留学生汉语学习策略的口语教学研究[J].语文教学通讯,2018,(6).
[7]吴勇毅.汉语“学习策略”的描述性研究与介入性研究[J].世界汉语教学,2001,(4).
[8]吴勇毅.意大利学生汉语口语学习策略使用的个案研究[J].世界汉语教学,2008,(4).
[9]徐子亮.外国学生汉语学习策略的认知心理分析[J].世界汉语教学,1999,(4).
[10]杨黎.不同水平的美国汉语学习者在目的语环境中语用能力的发展[J].语言教学与研究,2016,(6).
[11]杨翼.高级汉语学习者的学习策略与学习效果的关系[J].世界汉语教学,1998,(1).
[12]郑敏.对语言学习策略分类框架的质疑[J].外语与外语教学,2000,(12).
[13]Bacon,S.M.The Relationship Between Gender,Comprehension,Processing Strategies,and Cognitive and Affective Response in Foreign Language Listening[J].The Modern Language Journal,1992,(76).
[14]Bialysto k,E.The Structure of Age:In Search of Barriers to Second Language Acquisition[J].Second Language Research,1997,(13).
[15]Brown,H.D.Teaching by Principles:An Interactive Approach to Language Pedagogy[M].San Francisco Longman,2001.
[16]Ellis,R.The Study of Second Language Acquisition[M].Oxford:Oxford University Press,1994.
[17]O’Malley,M.J.&Chamot,A,U.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
[18]Oxford,R.L.&Nyikos.M.Variable Affecting Choice of Language Learning Strategies by University Students[J].Modern Language Journal,1989,(73).
[19]Oxford,R L.Language Learning Strategies:What Every Teacher Should Know[M].New York:Newbury House Publishers,1990.
[20]Oxford,R.L.Teaching and Researching Language Learning Strategies Self-Regulation in Context[M].New York,NY:Routledge,2016.
[21]Rubin,J.What the“Good Language Learner”Can Teach Us[J].TESOL Quarterly,1975,(9).
[22]Wong,L.C.&Nunan,D.The Learning Styles and Strategies of Effective Language Learners[J].System,2001,(39).
(1)江新(2000)的研究结果是:“在整体上平均分数比较高的学习策略是社会策略、元认知策略、补偿策略,其次是认知策略,平均分数比较低的是记忆策略和情感策略”。