泰国学生汉语口语学习策略的探讨A study on the strategies of Chinese spoken language learning for students in Thailand 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。） 跟着全球“汉语热”的赓续升温，进修汉语的本国人愈来愈多，对汉语作为第二说话进修的研究就显得尤其主要。然则到今朝为止，国际外对于第二说话进修战略的研究年夜多集中于对英语作为第二说话的研究上，泰语论文范文，对于汉语作为第二说话的研究绝对较少，而且详细到微不雅的进修战略方面，对汉语白话的进修战略研究更是少之又少。笔者在泰国停止汉语教授教养两年，得以方便地搜集到直接材料，进而测验考试对泰国粹生进修汉语白话时所采取的进修战略停止考核研究。。本文扼要引见了泰国汉语白话教授教养现状，并指出先生进修汉语白话时存在的成绩，发明他们常常运用的进修战略和须要改良的处所，以赞助他们更好地进修汉语白话。今朝，笔者仍未见专门针对泰国粹生汉语白话进修战略的研究，愿望借此研究可以或许改良他们的汉语白话进修办法，进步进修效力，进而进步他们的汉语白话程度。本文引见了进修战略的几种界说和分类办法及其作用身分，并引见了第二说话白话进修战略及丈量办法，个中重点解释了本文要采取的查询拜访问卷法和访谈法。在查询拜访问卷法的引见中，笔者具体引见了Oxford设计的进修战略量表。该量表触及据说读写四种技巧范畴，笔者从中找到合适汉语白话的说话进修战略，再进一步研究汉语白话特别的进修战略。本研究采取问卷查询拜访的办法，考核泰国粹生汉语白话进修战略的应用情形和被试者的一些根本信息，并借用期末测验白话成就来代表白话的习得后果。然后笔者运用SPSS软件对换查所获得的数据停止统计剖析，商量泰国粹生进修汉语白话时进修战略的运用情形及其与习得后果之间的关系。今朝国际有很多研究汉语作为第二说话进修战略的论文，但研究白话进修战略的论文唯一多数的几篇。本论文研究针对泰国粹生的汉语白话进修战略，有益于改良他们的进修办法，进步进修效力，这将是本文的一个立异。研究注解，泰国粹生进修汉语白话时，最经常使用的进修战略是赔偿战略，其次是认知战略，再次是社交战略和记忆战略，最不经常使用的是情绪战略和元认知战略。年级在进修战略的整体运用上没有明显差别。性别在进修战略的整体运用和六类详细进修战略运用上都没有明显差别。泰国粹生进修汉语白话时，高分进修者比低分进修者更常常运用赔偿战略。他们运用的情绪战略和习得后果呈明显负相干，而整体和其他战略与习得后果有关。最初，泰语毕业论文，笔者依据对研究成果的剖析，对泰国粹生进修汉语白话给出了建议。 Abstract: Along with the global "Chinese fever" gengxu warming, a growing number of Chinese nationals to study and to the Chinese as a second language learning research appears especially important. But so far, the international and foreign language learning strategies on the second most focus on the English as a second talk on the study of Chinese as the second talk is definitely less, and detailed to the micro education strategy, the Chinese vernacular into the strategic research is very few. The author in Thailand to stop two years of Chinese teaching, can be conveniently collected materials directly, and test of pure Thai students learning Chinese vernacular take learn strategies to stop assessment research. This article briefly introduces the present situation of the Chinese vernacular teaching in Thailand, and points out that the achievements of the study of Chinese vernacular language, the invention of their learning strategies and the need to improve the premises, in order to help them to better learn Chinese language. Today, I still not specialized for Thailand Students Spoken Chinese learning strategies research, wishes to take this research can may improve their spoken Chinese learning methods, improve the learning effect, progress and their degree of Chinese vernacular. This paper introduces several definitions of learning strategies and measures for the classification and its influencing factors, and to introduce the second talk vernacular education strategy and measure, medium mainly explains the survey questionnaire method and interview method, this article needs to adopt the query. In the survey, the author introduced the Oxford design of the learning strategy scale. The scale is said to read and write four skills category, the author finds the right to speak Chinese language learning strategies, and then further study of Chinese vernacular special learning strategies. This research adopt questionnaire visit way, the assessment of the Thailand Students Chinese spoken language learning strategy use and the subjects of some basic information, and use the final oral exam achievement to represent the acquisition consequences of vernacular. Then the author used the SPSS software to transfer check the obtained data to carry on the statistical analysis and discuss the Thailand students study the vernacular Chinese learning strategy application and its relationship between and the consequences of the acquisition. At present, there are a lot of international studies of Chinese as a second language learning strategy papers, but the study of language learning strategies in the paper only a few articles. This paper studies for Thailand Students Spoken Chinese learning strategies and beneficial to improve their learning methods, improve the learning effect, it will be a innovation of this paper. Research notes, pure Thai students learning Chinese vernacular, the most frequently used learning strategies are compensation strategies, followed by cognitive strategies, social strategies and memory strategies is again, emotional strategy and metacognitive strategy is the least frequently used. There is no significant difference in the overall application of learning strategies. There was no significant difference in the overall application of gender in the learning strategy and the application of the six kinds of learning strategies. Thailand students learn spoken Chinese, high score learners than low score learners more often use compensation strategy. The emotional strategies they used were negatively related to the outcome of the acquisition, while the overall and other strategies were related to the acquisition of the outcome. First, analysis of the research results of the author based on the Thailand students learn spoken Chinese is proposed. 目录: |
