泰国学生汉语口语焦虑探讨 - 以泰国宋卡王子大学中文专业为例A study on the anxiety of the students in Thailand -- a case study of Chinese major at Prince of Songkla University in Thailand 摘要:（摘要内容经过系统自动伪原创处理以避免复制，泰语论文题目，下载原文正常，泰语论文题目，内容请直接查看目录。） 50年月起,说话学界开端存眷情绪身分对说话进修的感化和作用。到了80年月,说话教授教养实际家们以为焦炙是二语习得进程中最症结的情绪变量起源之一。但在汉语作为第二说话的教授教养范畴中,对于焦炙的研究其实不多。本文在自创国际外二语教授教养界相干研究的基本上,采取问卷查询拜访和小我访谈相联合的查询拜访措施,对泰国汉语进修者在非目标语情况下的白话焦炙停止了查询拜访。问卷查询拜访采取《汉语教室焦炙感到量表》、《汉语白话焦炙量表》和《汉语进修焦炙缘由查询拜访问卷》等三分量表,对换查所得数据均运用SPSS13.0停止信度磨练、量表相干性磨练、个别身分相干性磨练、因子剖析法类等办法停止解析。研究发明泰国粹生计在白话焦炙,汉语教室焦炙和白话焦炙之间也存在显著的正相干关系。先生在汉语教室上的焦炙感小于其白话焦炙,解释先生在白话教室启齿较少。泰国粹生的“个别年纪”和“进修汉语时光”对“白话焦炙”有作用。整体而言,先生年纪越年夜,焦炙越强；进修汉语时光越长,焦炙越弱。从《汉语教室焦炙感到量表》和《汉语白话焦炙量表》两张量表的类型散布不雅察,对说话情势的预备与否、对本身汉语的评价高下、对白话外交才能的控制与否,作用着泰国粹生的白话焦炙强弱。《焦炙缘由量表》以为进修内容及资料、师生交换是泰国粹临盆生焦炙的缘由。最初,本研究联合小我访谈,总结了对泰国粹生白话焦炙研究的几点启发。 Abstract: 50 years, scholars began to pay attention to emotional factors on language learning effect and influence. To the 1980s, speak teaching actual scientists thought that anxiety is the crux of the problem in the process of second language acquisition emotional variables of one of the origins. But in the Chinese teaching as the second category of talk about anxiety, there is not much. This paper created at home and abroad in second language teaching field relevant research basically, take questionnaire investigation and personal interview phase inquires the joint call method, to learn Chinese in Thailand are in the non target language vernacular anxiety to carry on the investigation. Questionnaire survey to take the Chinese classroom anxiety felt scale "," Chinese vernacular anxiety scale "and" Chinese learning anxiety reason query visit questionnaire "and other three subscales, exchange obtained from the survey data are used SPSS13.0 reliability hone, scale coherence hone, individual body phase dry hone, factor analysis of law, the way to stop the parsing. Thailand living in the vernacular research discovers pure anxiety, there is a coherent relationship between Chinese classroom anxiety and oral anxiety. In the Chinese classroom anxiety Mr. sense is less than the vernacular interpretation in vernacular Chinese classroom anxiety, Mr. speak less. Thailand students "individual age" and "learning Chinese time" on the "vernacular angst" effect. Overall, Mr. age is big, anxiety is stronger; learning Chinese time longer, less anxiety. From the Chinese classroom anxiety felt scale "and the" amount of Chinese vernacular angst "two tensor table type spread indecent, speaking situation of preparation and not, compete with evaluation of Chinese language itself, the vernacular diplomacy in order to control and not, influence the weak Thailand Students vernacular Jiao Zhiqiang. "Cause anxiety scale" thought of learning content and data exchange between teachers and students, the reason is Thailand pure production students anxiety. First, this study combined with individual interviews, summed up a few inspired students anxiety research of Thailand vernacular essence. 目录: 摘要 5-6 Abstract 6 第一章 引言 7-10 1.1 选题缘由 7 1.2 选题的意义和价值 7-8 1.3 探讨目标和措施 8-10 第二章 相关探讨成果综述 10-17 2.1 焦虑的相关探讨 10-11 2.2 有关外语焦虑理论的探讨近况 11-14 2.3 对外汉语教学界对语言焦虑的探讨 14-17 第三章 泰国汉语学习者口语焦虑调查 17-22 3.1 调查设计 17 3.2 调查对象 17 3.3 调查工具 17-21 3.4 问卷发放与回收 21-22 第四章 结果统计和讨论 22-52 4.1 总体结果 22-27 4.1.1 三份量表的基本信息 22-24 4.1.2 调查对象的基本信息 24-27 4.2 泰国学生汉语课堂焦虑及口语焦虑情况 27-28 4.3 泰国学生汉语焦虑情况略论 28-36 4.3.1 泰国学生课堂焦虑人数分布及焦虑类型分布 29-32 4.3.2 泰国学生口语焦虑人数分布及焦虑类型分布 32-36 4.4 口语焦虑量表的因子略论 36-45 4.4.1 因素略论前的准备 36-37 4.4.2 取样适当性量数 37 4.4.3 相关略论和结论 37-44 4.4.4 口语焦虑量表因素归类略论 44-45 4.5 泰国学生个体因素和口语焦虑状况的相关性略论 45-48 4.6 泰国汉语学习焦虑原因调查与略论 48-49 4.6.1 汉语学习焦虑原因调查 48 4.6.2 最容易引起泰国学生焦虑的五个原因 48-49 4.7 个人访谈调查 49-52 4.7.1 个人访谈的基本情况 49-50 4.7.2 个人访谈的略论和启示 50-52 第五章 结语 52-54 参考文献 54-57 附录一 汉语课堂焦虑感觉量表 57-60 附录二 汉语口语焦虑量表 60-63 附录三 汉语学习焦虑原因调查问卷 63-65 致谢 65-66 |
