泰国大学生汉语学习动机调查与略论一以泰国佛统皇家大学为例Thailand college students' Chinese learning motivation research and analysis in the Thailand Royal Nakhon Pathom University as an example 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。） 念头作为进修的内驱力，在外语进修中起侧重要的感化。最近几年，泰语论文，世界各地的汉语进修者愈来愈多，对外汉语教授教养也逐步走出“国门”。然则，今朝对本国外乡汉语进修者的研究其实不多，对于其进修念头的研究更是稀疏。本文在自创已有实际和研究的基本上，把进修者的外语进修念头细化为十品种型：主动型、任务型、测验证书型、出国型、进修情境型、文明兴致型、说话兴致型、认同型、内涵进步型和义务型。本文选择泰国佛统皇家年夜学的进修者为查询拜访对象，经由过程问卷查询拜访和数据剖析，总结和剖析了汉语进修者的念头类型、尽力水平和进修预期等相干情形，依据查询拜访成果，泰语论文网站，对赴泰汉语教员和泰国汉语教授教养提出了一些看法和建议。本文查询拜访的重要发明有：进修者的进修念头、尽力水平和进修预期，整体上都属于中等偏下。念头类型方面，出国型、义务型、说话兴致型和内涵进步型念头绝对较强，情境型和文明兴致型念头较低，测验证书型念头最弱。内涵进步型、说话兴致型、任务型和出国型念头，是鼓励先生尽力、卖力进修的重要念头身分。汉语专业的进修者，更偏向于出国型和说话兴致型念头；英语系和非说话专业的进修者，情境型念头更强，轻易受课程教授教养身分方面的作用。华裔先生在各类念头类型上都高于非华裔先生，进修汉语的兴致更高。尽力水平方面，进修者有尽力进修的志愿，然则缺少现实行为。进修者对功课比拟看重，教室表示活泼，课下情愿与中国人交换。进修预期方面，进修者对本身进修的请求不高。汉语专业进修者对“交换才能”预期较高，非说话专业的进修预期偏低，华裔先生的进修预期高于非华裔先生。 Abstract: As an internal driving force of learning, in the foreign language learning plays an important role in the play. In recent years, more and more Chinese learners from all over the world, foreign language teaching has gradually come out of the country ". However, the domestic research present local Chinese language learners is not much, about the research learning motivation is more sparse. This paper in homemade existing theory and research basically, the learners of foreign language learning motivation refinement for ten types: active, task type, measuring certificate type, type abroad, learning situation, civilization spirits, talk interest type, identification, connotation of progress and obligation. This paper choose Thailand Nakhon Pathom Royal University Learners for a query to visit the object. Through the process of questionnaire survey and data analysis, summarizes and analyzes the Chinese study of the idea type, try to level and study expected coherence. According to the survey results, to go to Thai Chinese teacher and Thailand Chinese teaching and puts forward some opinions and suggestions. This article inquires the important invention of the visit: the learner's learning motivation, to try their best level and learning expectations, as a whole are under the medium. The idea of type, abroad, duty, interest and meaning of the progressive idea is absolutely strong, situational and cultural interest oriented idea is low, the test of the idea of the weakest. The connotation of progressive, interest oriented, task type and abroad, is to encourage the efforts of mr.. Chinese language professional learners, more inclined to go abroad and the interest of the idea of speaking; English majors and non English speaking professional learning, situational thinking is stronger, easily subject to the impact of the curriculum teaching status. Mr. Chinese in various types of thoughts are higher than non Chinese, learning Chinese interest is higher. Efforts level, the researchers have to do their best to study, but the lack of real behavior. The learner is more important to the lesson, the classroom is lively, the class is willing to exchange with the Chinese people. In the expectation of further study, the learner's request for learning is not high. Chinese professionals on the exchange ability is expected to be higher, non speaking professional learning is expected to be low, Chinese mr.. 目录: 中文摘要 8-9 ABSTRACT 9-10 第一章 引言 11-16 1.1. 选题缘由 11-12 1.2. 探讨背景 12-14 1.2.1. 佛统皇家大学概况 12 1.2.2. 佛统皇家大学的汉语教学 12-14 1.3. 本文探讨思路 14-16 第二章 探讨综述 16-25 2.1. 外语学习动机分类理论模型 16-18 2.1.1. Gardner的“融合性动机”理论 16 2.1.2. 自我决定理论(self-determination theory) 16-18 2.1.3. Dornyei三层动机模型 18 2.2. 中国学生外语学习动机调查探讨 18-20 2.3. 来华留学生汉语学习动机调查探讨 20-21 2.4. 外国本土学习者汉语学习动机调查探讨 21-23 2.5. 本文对外语学习动机的分类 23-25 第三章 泰国大学生汉语学习动机调查设计 25-28 3.1. 问卷设计 25-26 3.2. 调查对象 26-27 3.3. 信度和效度检验 27-28 第四章 泰国大学生汉语学习动机调查结果略论 28-47 4.1. 学习动机类型略论 28-33 4.1.1. 总体情况 28-30 4.1.2. 性别异同 30-31 4.1.3. 专业异同 31-33 4.1.4. 华裔和非华裔的比较 33 4.2. 学习努力程度略论 33-37 4.2.1. 对汉语课的重视程度 34 4.2.2. 课堂表现 34 4.2.3. 课下复习 34-35 4.2.4. 作业情况 35-36 4.2.5. 课下说汉语 36-37 4.3. 学习预期略论 37-42 4.3.1. 总体情况 37-38 4.3.2. 性别异同 38-39 4.3.3. 专业异同 39-41 4.3.4. 华裔和非华裔异同 41-42 4.4. 相关略论 42-47 4.4.1. 动机类型和努力程度的相关略论 42-43 4.4.2. 动机类型和学习预期的相关略论 43-45 4.4.3 学习预期和努力程度的相关略论 45-47 第五章 总结和建议 47-50 5.1 主要结论 47-48 5.1.1 学习动机方面 47 5.1.2 努力程度方面 47 5.1.3 学习预期方面 47-48 5.1.4 相关略论方面 48 5.2. 教学建议 48-50 结语 50-51 参考文献 51-54 附录 调查问卷 54-60 致谢 60-61 学位论文评阅及答辩情况表 61 |
