| 40多年来，进修战略一向是研究者存眷的重点成绩之一。汉语进修战略研究在国外进修战略研究的作用下，韩语毕业论文，也获得了很多的研究成果。然则针对汉语白话进修战略研究还很软弱，特别是针对汉语白话进修战略的个案研究简直没有。本文在对中高等韩国留先生的汉语白话进修战略停止定量研究的基本上，又专门对四名白话程度分歧的韩国留先生白话进修战略的运用情形停止了个体访谈。如许就从广泛性和特别性两方面深刻地懂得了中高等韩国留先生汉语白话进修战略的运用情形。本研究以建构主义进修实际和人本主义进修实际为根本实际基本，在综述国际外第二说话进修战略研究基本上，借用Oxford的说话进修量表，对82名中高等程度韩国留先生的汉语白话进修战略停止了定量研究。研究发明，中高等韩国留先生最经常使用的汉语白话进修战略是赔偿战略，其次是元认知战略和社交战略，再次是认知战略和情绪战略，最不经常使用的是记忆战略。进一步研究发明他们最经常使用的详细战略，如“为了记住生词，常常想在甚么情境下会用到这个词”“我开端用汉语和他人攀谈”等，和最不经常使用的详细战略，如“假如我不晓得适当的词怎样说，我就发明一个新词”等。别的，本文研究成果注解汉语进修时光与汉语白话进修战略没有明显相干性，然则研究发明进修战略的运用频率跟着进修时光的增多而削减，记忆战略与进修时光有明显相干性。本文为进一步研究汉语白话程度和汉语进修战略的相干性，从运用目标语情况、白话外交和白话进修三个方面临四名白话程度分歧的留先生停止了个案访谈。研究发明程度较高的进修者更偏向于运用目标语情况停止说话输入，而程度较低的进修者重要停止说话输出；程度越高的进修者越情愿和母语者攀谈，而程度较低的进修者则情愿和本国留先生交换。进一步发明赔偿战略、认知战略、元认知战略与汉语程度有慎密相干性。另外，本文还研究了背诵、看中文电视剧、本身和本身说汉语这三种详细进修办法与汉语程度的关系，韩语毕业论文，而且总结出汉语程度较高的受访者所运用的有用进修办法。最初本文从汉语白话教授教养和进修两个方面提出了一些详细建议。愿望此研究所得出的结论一方面能为韩国留先生汉语白话进修供给必定的参考和自创；另外一方面有助于对外汉语教员进步白话教授教养的有用性和针对性。 Abstract: Over the past 40 years, learning strategy has always been one of the focus of attention. The study of Chinese language learning strategy in foreign countries under the influence of learning strategies, but also received a lot of research results. But for the Chinese language learning strategies are still very weak, especially for the Chinese language learning strategies of the case study is simply not. The of higher Korea left Mr. spoken Chinese learning strategies stop quantitative research basically, and specialized on four vernacular differences in the degree of Korea left Mr. vernacular learning strategy application of individual interviews. In this way, we can understand the application situation of the Chinese vernacular learning strategy of the Chinese higher education in the two aspects of the extensive and special characteristics. This research to construct doctrine study theory and Humanism learning the actual fundamental basic theory, in the international review of second language learning strategy research basically, borrowed from Oxford's language learning scale, 82 in higher degree of South Korea to leave Mr. spoken Chinese learning strategies stopped quantitative research. Study found that higher South Korea leave Mr. most often used in spoken Chinese learning strategies are compensation strategies, followed by metacognitive strategies and social strategies, cognitive strategies and emotional strategies is again, the most frequently used is memory strategy. Further study found they were most often used with strategy, such as "to remember new words, often want to under what situation will use the word" "I start with the Chinese and others chat" and so on, and most frequently used detailed strategy, such as "if I don't know the proper words how to say, I invented a new word". Else, the research annotation of Chinese study time and Chinese vernacular learning strategy without obvious coherence, however research invention application frequency of learning strategies follow study time more cuts, memory strategy and study time have obvious coherence. The coherence of a further discussion of Chinese vernacular and Chinese learning strategies. From the target application language and vernacular Chinese diplomacy and vernacular education three facing four vernacular differences in the degree of left Mr. stop the case interview. Study found a higher degree of learning more biased in the situation of application in target language stop talking input and low level learners important stop talking output; conversation is a higher degree of learners more willing and native speakers, and low level learners are willing and their left Mr. exchange. The invention further has rigorous coherence strategy, cognitive strategies, compensation metacognitive strategy and Chinese level. In addition, this thesis also studies the recitation, watch Chinese TV drama, and said Chinese the three specific learning way and Chinese language level, and concluded that a higher degree of Chinese respondents used useful learning methods. At first, this paper puts forward some detailed suggestions from two aspects of the teaching and learning of Chinese vernacular language. The conclusions obtained in this study wishes to Korea left Mr. Chinese vernacular study offers certain reference and created; on the other hand is helpful to the usefulness of TCSL teachers improve spoken English teaching and the. 目录: |
