共查询到19条相似文献，搜索用时 140 毫秒
1.
张慧 《读与写:教育教学刊》2011,(10):39-40,2
本文主要从语言学能、语言学习难度、语言学习本质、学习和交际策略、动机这五个方面对中亚留学生的汉语学习观念情况进行了分析探讨,旨在为汉语作为第二语言教学提供一些依据。 相似文献
2.
东南亚留学生汉语学习态度和动机实证研究 总被引：2，自引：0，他引：2
文章采取实证定量问卷调查的方法,考察了东南亚留学生汉语学习的态度和动机以及与汉语水平的关系。受试者为在云南某高校学习汉语的44位来自越南、泰国、缅甸和老挝的留学生。问卷包括66个有关为什么学习汉语的问题,主要根据Gardner／Lambert的二语习得量表编制而成。用SPSS统计软件对数据进行了描写性分析,以探索14种态度和动机的类型的重要程度,得分最高的7个态度／动机依次是教学因素动机、合作／竞争学习动机、家长支持动机、融合型动机、对外国语言／文化的态度、社会责任动机和学习愿望。皮尔逊相关系数表明,受试者的汉语成绩与学习汉语的态度、对本民族认同的态度和学习努力程度呈显著正相关关系。多元回归分析显示,影响东南亚留学生汉语学习成绩的前4个最重要的因子指标是：学习努力程度、学习汉语的态度、对本民族认同的态度以及家长支持的动机。 相似文献
3.
张冬红 《河北北方学院学报(社会科学版)》2015,(1):113-116
学习动机是直接推动学生学习的内部动力,但其研究很少涉及非汉语学历留学生。采用第二语言学习态度/动机测验量表(AMTB)进行调查发现:非汉语学历留学生在学习汉语初期工具型动机十分明显,但随后融合型动机影响显著增强。老师、同学、朋友等外部环境的影响以及教师的微笑、注视、手势等非语言接近行为是非汉语学历留学生学习动机的关键因素。 相似文献
4.
段筱曼 《黄冈师范学院学报》2013,33(4):77-82
学习汉语对留学生来说并非易事,而口语中能愿动词的熟练掌握更是难上加难。本文以中央电视台《汉语桥—在华留学生汉语大赛》和湖北卫视《世界大不同》两个节目中历届、历期在华留学生口语为研究重点,自我建立"口语语料库",并以北京语言大学HSK动态作文语料库作书面语为对比研究对象,运用ROST WordParser5.8、Wordfrenqency parse v1.0、EXCEL、SPSS等分析工具,及Douglas Biber语言频率理论、中介语理论、第二语言习得理论、语言迁移理论、偏误分析理论以及语言对比分析等理论,重点对在华留学生口语使用中的能愿动词偏误进行归类分析,同时结合能愿动词的词性特征、语言迁移影响、在华留学生学习汉语目的与动机、教学活动等对产生偏误的原因进行分析,最后从教与学的两个方面提出改进课外学习、课堂教学、教材编订等方面的建议。 相似文献
5.
情感投入是语言学习的关键因素之一。非洲学历与非学历留学生在汉语学习中的情感投入存在明显差异：非学历留学生的学习动机、学习态度和自信心三种情感因素弱于学历留学生;学历留学生在学习汉语的乐趣、课堂活跃性和跨文化意识方面都低于非学历留学生,更受焦虑抑制消极情感因素的影响;非学历留学生情感投入中的积极因素所占比例明显大于学历留学生。教师应根据学生情感投入的差别,给予有针对性的教学指导,以提高其汉语学习水平。 相似文献
6.
情感投入是语言学习的关键因素之一。非洲学历与非学历留学生在汉语学习中的情感投入存在明显差异:非学历留学生的学习动机、学习态度和自信心三种情感因素弱于学历留学生;学历留学生在学习汉语的乐趣、课堂活跃性和跨文化意识方面都低于非学历留学生,更受焦虑抑制消极情感因素的影响;非学历留学生情感投入中的积极因素所占比例明显大于学历留学生。教师应根据学生情感投入的差别,给予有针对性的教学指导,以提高其汉语学习水平。 相似文献
7.
该研究以Verschueren提出的语言顺应论为基础,通过对新疆留学生汉语课堂进行的观察和记录,收集相关的语料并加以转写和分析,探讨留学生汉语课堂上使用语码转换的类型、频率分布、目的动机及其切换代价。 相似文献
8.
吴琼 《中国小学语文教学论坛》2018,(6)
以锦州医科大学国际教育学院32名非洲留学生为研究对象,定量分析了非洲留学生的汉语学习策略的使用情况及其与口语考试成绩之间的相关性。研究结果显示:非洲留学生的认知策略和元认知策略使用频率最高,补偿策略使用频率最低;非洲留学生更喜欢积极参与课堂教学、大胆进行练习和尝试,总结归纳学习规律和制定学习计划;认知策略、元认知策略、补偿策略、情感策略和社交策略都显著正向影响口语考试成绩。因此,教师在教学中应系统地指导学生使用汉语学习策略,并鼓励学生积极参与课堂教学,加强课后练习并注意运用小组学习等形式提高留学生的汉语口语水平。 相似文献
9.
通过对比分析非洲英语和汉语语音学特点,考察具备中级汉语水平的非洲留学生汉语单声调的发音特点,结合语言学理论与标准普通话的声调调型进行对比分析,得出非洲留学生在习得单声调方面的不足,对教学提供参考意见。 相似文献
10.
丁安琪 《暨南大学华文学院学报》2014,(3):1-7
本文运用定量研究的方法 ,以580名来华留学生为调查对象,分析了学习者汉语学习动机强度与动机类型之间的关系,以及学习者个体因素对来华前动机强度的影响。研究结果表明:1)整体来看,留学生来华前汉语学习动机强度不高;2)对学习者来华前动机强度产生影响的是他们的专业以及是否来华攻读学位。来华攻读学位的学习者、学习汉语专业的学习者,动机强度不如来华进修语言的学习者和非汉语专业的学习者;3)内在兴趣动机与经验动机对学习者来华前动机强度影响较大,尤其是学习者对汉字及中国影视书籍等文化产品的兴趣对其动机强度影响最大。 相似文献
11.
钱玉莲 《暨南大学华文学院学报》2010,(3):42-49,63
本文对目的语环境中的韩国留学生与中国中学生中文阅读学习策略进行了调查,结果表明：（1）阅读中文时,两国学生最常用的是推测策略和语境策略,最不常用的是母语策略和互动策略。在阅读观念上差异不显著,在管理策略和母语、预览和略读等阅读学习策略的使用上差异极其显著。韩国学生更多地使用语境和标记策略,中国学生更多地使用选材、母语、略读、预览和推测策略。（2）韩国学生的预览策略对其学习成绩具有预测力,而文本观念和互动策略对其学习成绩具有轻微的负预测力。对中国学生来说,推测策略对其学习成绩具有预测力。 相似文献
12.
L3(英语)学习会引起学习者语言系统质量的改进,促进学习者语言学习技能、语言管理技能以及语言维持技能的发展。通过对新疆三所高校214名少数民族大学生英语词汇学习策略使用情况的实证分析表明,L2(汉语)水平对学习者L3(英语)词汇学习策略的使用倾向有明显的影响,L3(英语)学习者作为有经验的学习者,更注重在L2(汉语)学习中提炼有效的学习经验。 相似文献
13.
Henry D. Mason 《Africa Education Review》2018,15(4):118-134
South African higher education is plagued by low academic success rates. Academic development and support units can play an important role in addressing low academic success rates by assisting students in developing appropriate learning and study strategies. Limited information is available on students’ learning and study strategy profiles and their needs regarding intervention programmes. This article reports on a mixed methods study that investigated learning and study strategies among a sample of first-year students enrolled at a South African university. Quantitative data, collected using the Learning and Study Strategies Inventory (LASSI) from a sample of first-year students, pointed to an urgent need for learning and study strategy intervention programmes to be provided. The qualitative data offered a more in-depth understanding of participants’ needs regarding learning and study strategy intervention programmes. Implications for practice and avenues for further research are discussed. 相似文献
14.
Baohua Yu 《Educational studies》2019,45(4):520-532
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper. 相似文献
15.
对外汉语教学策略探究——以越南留学生为例 总被引：2，自引：0，他引：2
随着中国和越南在经济、文化领域合作的加强,来中国学习汉语的越南留学生也不断地增加,针对越南留学生的汉语教学研究也具有了重要的意义。文章以语言学理论和对外汉语教学理论为理论支撑,以160名越南留学生为调查对象,通过调查研究的方式,从汉语的学习主体———越南留学生本身的特点(学生对汉语语言的态度、学习动机、学习目的、学习策略等)来对越南留学生的学习特点及针对越南留学生的教学策略进行研究。 相似文献
16.
Qian Xiao Pinghui Zhu Maxwell K. Hsu Weiling Zhuang James Peltier 《Journal of Further & Higher Education》2016,40(1):1-22
The purpose of this study was twofold: (1) to use Chinese MBA students to validate the expanded reflective learning continuum and address the concerns raised in this regard in business education; (2) to determine whether the continuum concept holds true in a non-western culture and whether the reflective learning continuum remains a powerful force in MBA students’ learning outcomes in China. A total of 232 MBA students in China completed a three-page questionnaire that included all question items set out in the work of Peltier, Hay, and Drago. The translation/back-translation technique was employed in order to achieve a semantic, conceptual and normative equivalent relative to the original English version. The results yielded by this study and its predecessors suggest that (1) reflective learning is a multi-dimensional concept in nature, and (2) the reflective learning continuum could take on a similar picture across various social and cultural contexts. This study extends the work of Peltier et al. on reflective learning continuum in the context of Chinese higher education. Given the increased need for internationalisation of business education and the paucity of studies examining educational needs across cultures and nationalities, the results drawn from the Chinese MBA student sample provide valuable information about the degree to which Chinese MBA students take on problem-based and explorative approaches from school. 相似文献
17.
Gwo-Jen Hwang Hsin Huang Ruo-Xuan Wang Li-Li Zhu 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):374-493
In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill-in concept mapping-based problem-posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi-experiment was conducted on an eighth-grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping-based problem-posing approach improved the students’ learning achievement, critical thinking tendency and problem-posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem-posing performances,” and “Boosting diverse thinking.” 相似文献
18.
This study investigates the relationships between test takers’ cognitive, metacognitive and affective strategy use and their Chinese reading test performance. A total of 552 test takers who were learning Chinese as a second language (L2) in universities in mainland China completed a high-stakes reading test and a self-reported strategy use questionnaire. Structural equation modeling analysis indicated that only cognitive strategy use directly influenced Chinese reading test performance while both metacognitive and affective strategy use did so in an indirect way. In addition, affective strategy use had direct effects on both metacognitive and cognitive strategy use. Metacognitive strategy use exerted a strong and direct effect on cognitive strategy use. The findings provide insight into the nature of strategy use as applied in L2 Chinese test contexts, especially affective strategy use, which has been less explored in literature. Implications of the findings are discussed for L2 Chinese language teaching and test validation. 相似文献
19.
李蕊 《云南师范大学学报(教育科学版)》2009,(5):39-42
文章针对不同汉语水平学习者习得汉字的实际情况,进行了一项汉字学习策略的＂介入性＂实验研究,对实验组的留学生进行了关于＂声旁系联＂策略的引导,结果发现：这一策略的使用,有力地促进了留学生正确书写形声字的能力,减少了同声旁字之间的混淆,同时也加强了对形旁的认识。 相似文献