| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 成语是俄罗斯先生汉语进修中的一个难点。本文作为第一个俄语配景的先生进修成语战略研究，包含俄语与其他配景的先生成语进修战略运用比较。本文自创了国际外第二说话进修战略研究的结果，以在R。 Oxford的说话进修战略量表的基本上编写的查询拜访问卷为重要对象，对99逻辑学习成语的留先生停止了查询拜访，俄语论文题目，对研究成果运用描写性统计、自力样本T磨练和单身分方差等办法剖析后，商量了先生成语进修战略的情形，成语进修战略的选择和先生的文明配景、性别、汉语进修时光的关系，分歧成语进修战略对先生汉语程度的作用。本项研究发明：(1)先生在进修成语进程中最经常使用的是认知战略和社交战略，其次是赔偿战略和元认知战略，最不经常使用的是记忆战略和情绪战略。(2)俄罗斯先生与其他文明配景的先生的成语进修战略选择有所差别。(3)性别对成语进修战略的选择没有显著的作用。(4)俄罗斯先生进修汉语时光越长，运用的情绪战略越少。(5)汉语程度高的先生比汉语程度低的先生运用情绪战略和元认知战略的情形多，是以运用情绪战略和元认知战略对进步汉语程度有直接的作用。最初，在研究的基本上，俄语论文题目，笔者对国际对外汉语教授教养的提出了几点启发和建议：(一)在教成语的进程中教员应当让先生多思虑。(二)说明成语的时刻，教员应当讲清晰成语的每个构成部门的功效和成语的外部构造。(三)最好从白话文的文法去剖析成语。(四)教员应当增进先生之间的交换，让他们相互讲成语故事，评论辩论成语，演讲，扮演等等。(五)教员要留意分歧国度的先生进修战略运用情形。(六)教员应当赞助先生坚持悲观的心思状况和进修精力。(七)教员应当坚持先生的进修兴致。(八)教员应当教会先生做自我监控和测试，引见体系性的自学成语办法。 Abstract: Idiom is one of the difficulties in the study of Russian language in Russia. The as the first Russian background of students studying idioms strategy research, including Russian and other background of Mr. idioms learning strategy application. In this paper, the results of the strategic study of second foreign language learning strategies are created in R. Oxford's language learning strategy scale of basic writing queries visit questionnaire was. 99 logic to learn idioms of leave Mr. to carry on the investigation and application of research achievements of description statistics, independent sample t hone and single variance method to analyze, discuss Mr. idiom learning strategies, idiom learning strategy selection and Mr. of cultural background, gender, language learning time, differences of idiom learning strategies on Mr. Chinese degree. This study invention: (1), most often used in the process of learning idioms is cognitive strategies and social strategies. Secondly, compensation strategies and metacognitive strategy, memory strategy and emotion strategy is the least frequently used. (2) the Russian President and other civilizations with king of the idiom learning strategy choice is different. (3) the gender has no significant influence on the choice of the strategy of learning idioms. (4) the longer the Russian learning Chinese, the less emotional strategy is applied. Mr. (5) Chinese high degree is lower than the level of Chinese of Mr. application of emotional strategy and metacognitive strategy is to application of emotional strategy and meta cognitive strategy to improve the level of Chinese have direct influence. Initially, in research basically, the author teaching Chinese as a foreign language to the proposed some inspiration and suggestions: (a) in the process of teaching idioms teachers should let Mr. many worries. (two) shows that idioms moment, each teacher should speak clearly idioms constitute external structure function and idiom department. (three) it is best to analyze idioms from the vernacular Chinese grammar. Teachers should enhance the exchange between MR and let them tell each other stories of idioms, idioms of comment debate, speech, plays and so on. (five) the teacher should pay attention to the different countries of the teacher learning strategy application situation. (six) the teacher should be sponsored by mr.. (seven) the teacher should stick to his interest in the study of mr.. (eight) teachers should teach students to do self monitoring and testing, the introduction of systematic study of idioms. 目录: 摘要 4-5 Abstract 5 引言 7-12 一、选题意义与探讨措施 7-8 (一) 选题意义 7 (二) 探讨措施 7-8 二、文献综述 8-12 (一) 学习策略的主要概念 8-9 (二) 学习策略的分类 9-10 (三) 国外语言学习策略探讨综述 10 (四) 国内对外汉语学习策略探讨综述 10-12 第一章 探讨设计 12-15 一、探讨的问题 12 二、被调查者的来源 12 三、探讨工具 12-14 四、数据的积累 14-15 第二章 数据的统计与略论 15-21 一、学生成语学习策略使用情况 15 二、文化背景不同的学生成语学习策略使用情况 15-17 三、汉语学习时间不同的学生成语学习策略使用情况 17-18 四、汉语水平不同的学生成语学习策略使用情况 18-21 第三章 调查结果讨论 21-25 一、学生成语学习策略的状况 21-22 二、不同文化背景对成语学习策略选择的作用 22-23 三、性别对成语学习策略选择的作用 23-25 第四章 结论及对教学的启示和建议 25-27 一、主要探讨结果 25 二、对教学的启示和建议 25-27 结语 27-29 一、探讨结果 27 二、探讨的创议之处 27 三、探讨不足 27-29 参考文献 29-31 附录 31-38 致谢 38 |
