| 进修者的情绪状况是作用第二说话进修胜利与否的主要身分之一,教室焦炙和自我效能感会作用进修者的进修进程和成果。但今朝对于汉语教室焦炙、汉语自我效能感及其关系的研究很少,以在母语情况中进修汉语的进修者为对象的研究更少。对韩国汉语进修者来讲,他们的汉语教室焦炙水平若何?他们的汉语自我效能感又若何?甚么个别身分会作用汉语教室焦炙和汉语自我效能感?汉语教室焦炙和汉语自我效能感之间有何干系?为答复以上成绩,本研究运用Horwitz编制的外语教室焦炙量表(FLCAS),并在参考后人研究的基本上,联合汉语进修的特色和教授教养经历,编制韩国汉语进修者汉语自我效能感量表,构成本次研究所运用的包括两个量表的查询拜访问卷。本次研究对韩国三所年夜学和一所高中的汉语进修者停止了查询拜访,共发出200份有用问卷,运用SPSS20.0对问卷停止质量评价和数据剖析后,得出韩国汉语进修者的汉语教室焦炙和汉语自我效能感的根本散布情形,及性别、年纪和进修时光对两者的作用,并采取相干剖析和回归剖析的办法对两者的关系停止剖析。本研究注解,和中国人交换时韩国汉语进修者的汉语教室焦炙最高。但整体上,韩国汉语进修者对各维度的教室焦炙水平差距不年夜；韩国汉语进修者普通汉语自我效能感最高,特别自我效能感较低,在特别自我效能感中,汉语浏览自我效能感最高,教室听力自我效能感最低,但四个维度差距不年夜,个中汉语自我效能感最低的五个项目全体来自汉语外交与表达自我效能感。韩国女性汉语进修者的汉语教室焦炙水平明显高于男性；而性别对汉语自我效能感的作用不明显,男性汉语自我效能感略高女女性。年纪对汉语教室焦炙作用明显,15-30岁的韩国汉语进修者焦炙水平最高,但其实不是跟着年纪增年夜,焦炙水平越低；年纪对汉语自我效能感也有明显作用,15-30岁的韩国汉语进修者汉语自我效能感最高,41-50岁者汉语自我效能感最低。进修时光对汉语教室焦炙没有明显作用；进修时光对汉语自我效能感有明显作用,汉语自我效能感最低的为进修半年以下的汉语进修者,最高的为进修三年以上的汉语进修者。对韩国汉语进修者来讲,汉语自我效能感越高,汉语教室焦炙水平越低。并且,普通汉语自我效能感、汉语教室听力自我效能感对汉语教室焦炙有明显猜测感化。本研究经由过程查询拜访剖析,可为韩国汉语教授教养提实证根据,也提出了一些针对韩国汉语教授教养提出建议和对策,深化了汉语教室焦炙和汉语自我效能感的研究。但本查询拜访研究的样天职布不敷平均,自编的量表也存在项目维度散布不均的缺乏,有待于进一步研究。 Abstract: The learner's emotional state is one of the main factors of the success of second language learning, classroom anxiety and self-efficacy will affect learners' learning process and results. But the research on Chinese classroom anxiety, self-efficacy and the relationship between the Chinese to learn Chinese now rarely, in the mother tongue in the study as the object of research is less. The South Korean Chinese learners, how their Chinese classroom anxiety level? Their Chinese self-efficacy and how? What influence the individual body branch of Chinese classroom anxiety and language self-efficacy? Chinese classroom anxiety and Chinese self efficacy between what do? To answer the above problems, the study of the application of Horwitz system "foreign language classroom anxiety scale" (FLCAS), and the reference of previous research basically, combined with Chinese language characteristics and teaching experience, preparation of "South Korean Chinese learners of Chinese self efficacy scale", this study used a two scale questionnaire. The study of Chinese learning in Korea three university and high school who conducted a survey, issued a total of 200 valid questionnaires were collected, using SPSS20.0 questionnaire to stop the quality evaluation and data analysis, the South Korean Chinese learners of Chinese classroom anxiety and Chinese self efficacy of fundamental sex, age distribution, and Study on both time and influence, and adopt coherent analysis and regression analysis method to analyze the relationship between the two. The research notes, and Chinese exchange when South Korean Chinese learners of Chinese classroom anxiety highest. But on the whole, the South Korean Chinese learners classroom anxiety level for each dimension is not big; South Korean Chinese learners of Chinese general self-efficacy is the highest, especially with lower self-efficacy, especially in self-efficacy, Chinese browsing self-efficacy is the highest, the classroom listening self-efficacy is the lowest, but the gap between the four dimensions is not big, the Chinese self efficacy of five items from the lowest all Chinese diplomacy and the expression of self-efficacy. Chinese classroom anxiety level Chinese learners of Korean women was significantly higher than men; and the influence of gender on language self-efficacy is not obvious, Chinese male female slightly higher self-efficacy. Effect of age on Chinese classroom anxiety significantly, 15-30 year old South Korean Chinese learners' anxiety level is the highest, but not with age increase, the anxiety level is lower; the age of the Chinese self efficacy has significant effect, 15-30 year old South Korean Chinese learners of Chinese self efficacy is highest, 41-50 years old Chinese self efficacy the lowest. Learning time has no obvious effect on the Chinese classroom anxiety; learning time on Chinese self efficacy has obvious effect, Chinese self efficacy is the lowest for half a year following the Chinese learners, the highest for more than three years of learning Chinese language learners. The South Korean Chinese learners, Chinese higher self-efficacy is, the lower the level of Chinese language classroom anxiety. Moreover, ordinary Chinese self-efficacy, Chinese classroom listening self-efficacy has significant effect on Chinese classroom anxiety guess. This study through the investigation and analysis, can provide some empirical evidence for the Korean language teaching, also put forward some South Korean Chinese teaching and put forward suggestions and Countermeasures to deepen the research of Chinese classroom anxiety and Chinese self efficacy. But this kind of investigation and Study on the average duty cloth, self-made scale there are lack of the dimensions of the project spread, needs further research. 目录: |
