| 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。） 汉语是现今世界上最主要的说话之一，在对交际流傍边，汉语的主要性和它的普遍运用不言而喻。最近几年来，俄罗斯先生进修汉语的人很多天益剧增，俄语论文范文，但是今朝对于俄罗斯先生进修汉语的进修战略研究照样异常缺少，许多先生都感到到进修汉语费时、没有用率、事半功倍。对此，许多人都停止了深刻的研究，成果都注解个中一个重要的缘由是先生不晓得怎样进修会有胜利，就是先生不晓得有用的进修办法。进修办法的认知在二语习得中起着极端主要的感化。对教员来讲，除教授先生常识外，更主要的是教会他们进修的办法，也就是说教他们若何去学。是以，俄语论文网站，本文针对俄罗斯中级汉语进修者的进修战略停止了研究。本文彩用了问卷查询拜访的措施对俄罗斯中级汉语先生的汉语进修战略运用情形停止了研究。问卷查询拜访的内容根本参考了Oxford（1990）的说话进修战略量表。本文以俄罗斯布里亚特国立年夜学西方系3、4年级的60个先生为研究对象睁开查询拜访研究，其先生可以或许年夜体上代表全部俄罗斯汉语先生的程度。借助SPSS13.0统计办法和柱状图，我们运用多种统计剖析办法对问卷数据停止了剖析。经由过程查询拜访本文发明了以下几点：（1）俄罗斯中级汉语先生汉语进修战略中运用最多的是元认知战略，其他按次序分列上去分离是元认知战略，认知战略，记忆战略，社会战略，赔偿战略。最不频仍运用的是情绪战略。（2）分歧汉语程度的先生在运用汉语进修战略中存在分歧水平的异同。汉语程度高的先生运用进修战略比拟多。（3）母语分歧的先生在运用汉语进修战略中存在分歧水平的异同，母语为俄语的先生运用进修战略较多。（4）性其余身分在运用汉语进修战略中存在分歧水平的差别，个中，女生运用进修战略较多。（5）能否来中国留学对进修战略有必定的作用，来过中国留学的先生更多的运用了进修战略。（6）性情分歧的先生在运用汉语进修战略中存在分歧水平的异同，性情内向的同窗比起性情外向的同窗较多的运用了进修战略。依据提出的成绩和查询拜访成果，我们对俄罗斯的汉语教授教养做出了一系列剖析，而且提出了一些较为详细的应对建议：针对分歧群体先生的汉语程度，依据先生对元认知战略，认知战略，记忆战略，社会战略，赔偿战略，情绪战略的运用水平的分歧，体系性地进步先生运用进修战略的效力。并由此建议先生们对先生采用可操作的办法，使绝年夜多半进修汉语的俄罗斯先生在原本的程度上获得质的奔腾。 Abstract: Chinese is one of the most important words in the world, in the communication flow, it is self-evident universal application and its main chinese. In the last few years, the Russian language learning Chinese people a lot of interest, but at present, the study of the Russian language learning strategy is still unusual lack of research, many students feel that learning Chinese is time-consuming, no use rate, more effective. In this regard, many people have stopped a profound study, the results are annotated in an important reason is that mr.. The cognition of learning method in the two language acquisition plays an extremely important role. To the teacher, in addition to the teacher's knowledge, the more important is to teach them how to learn, that is to teach them how to learn. In this article, the research strategy of the intermediate Chinese learners in Russia has been studied. This paper uses the method of questionnaire survey to study the application of the Chinese language learning strategy of the intermediate Chinese in Russia. The contents of the questionnaire survey, the Oxford (1990) of the language learning strategy. In this paper, Buryat State University West 60 3, grade 4 research as the research object in the open, Mr. may Nianye body on behalf of all Russian Chinese degree of mr.. By using SPSS13.0 statistical method and histogram, we used many kinds of statistical analysis methods has carried on the analysis to the questionnaire data. The following several points: (1) the application of the most Chinese language learning strategies in Russian intermediate Chinese language learning strategy is the meta cognitive strategy, the other is the meta cognitive strategies, cognitive strategies, memory strategies, social strategies and compensation strategies. The application is not frequent emotional strategy. (2) differences in the level of Chinese language learning strategies have different levels of differences in the application of Chinese language learning strategies. A high degree of Chinese language learning strategy is more than a teacher. (3) there are differences between the native language and the differences in the application of the Chinese language learning strategies, and the application of the Chinese language as a Russian language learning strategy is more. (4) in the application of Chinese language learning strategies, there are differences in the differences of Chinese learning strategies. (5) whether to come to China to study the strategy has a certain effect, to study in China, the application of the students more learning strategy. (6) in the application of the Chinese language learning strategies, the differences of the students of different levels have been used to study the strategies of the students who are more than those of the students who have an outgoing personality. Based on the results of this research, we have made a series of analysis on the Chinese teaching of Russian, and put forward some suggestions: to the extent of Chinese language, according to the differences of the cognitive strategies, cognitive strategies, memory strategies, social strategies, compensation strategies, application of emotional strategies, and the effectiveness of the application of learning strategies. And it is suggested that the use of the students can be operated by the students, so that most of the students in the study of Chinese language in the original extent of the pentium. 目录: |
