试议学习者个体因素对第二语言习得的作用一以泰国在华留学生为例A study on the influence of individual factors on the second language acquisition of a case study 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。） 对外汉语教员在对外汉语现实教授教养的进程中，常常会碰到各类各样的成绩，招致这些成绩涌现的缘由重要包含说话情况、进修措施和进修者个别身分的差别等。本文作者联合本身在与泰国在华留先生进修来往进程中的教授教养理论，试图从语音、辞汇、语法、汉字等四个方面临泰国在华留先生进修汉语进程中涌现的相干成绩分离停止剖析；并参照第二说话习得实际，泰语论文题目，泰语论文范文，从进修者的母语思想和说话迁徙、认知措施、情绪身分、年纪等方面临二语习得进程中发生的后果差别停止了剖析，依据发生成绩的分歧缘由提出了响应的处理措施，如沉入式教授教养、因材施教、树立情绪教室、创立对等协作的师生关系等。经由过程处理教授教养进程中碰到的各类成绩，给对外汉语教授教养供给响应的处理措施。 Abstract: Foreign language teachers in the process of teaching Chinese as a foreign language, often encounter a variety of achievements, resulting in the emergence of these results are important to include the situation of speech, learning methods and the difference between individual factors such as learning. In this paper, the author joint itself in with Thailand in China leave Mr. learning exchanges in the process of the teaching theory, trying to from the speech, speech vocabulary, grammar, characters and other four aspects facing Thailand studying in China students studying Chinese process emerged in the coherent results separation analysis; and in the light of the second language acquisition actual, from the learner's native language thinking and talking migration, cognitive, emotional factors, age and other face consequences differences occur in the process of second language acquisition has carried on the analysis and the basis has the achievement differences cause the response processing method, such as submerged teach granted parenting, teaching students according to their aptitude, establish emotional classroom, establish peer collaboration relationship between teachers and students. Through the process of dealing with all kinds of achievements encountered in the process of teaching, to the foreign language teaching supply response processing method. 目录: 摘要 4-5 Abstract 5 绪论 8-9 1 泰国在华留学生在学习汉语中遇到的问题 9-13 1.1 语音方面问题及解决措施 9-11 1.1.1 声母方面 9 1.1.2 韵母方面 9 1.1.3 声调方面 9-10 1.1.4 解决措施 10-11 1.2 汉字在书写问题存在的问题及其相应的解决办法 11 1.2.1 存在的问题 11 1.2.2 解决措施 11 1.3 语法问题及解决办法 11-13 1.3.1 存在的问题 11-12 1.3.2 解决办法 12-13 2 母语思维及语言迁移 13-15 2.1 母语思维 13 2.2 迁移问题 13-15 3 认知方式 15-18 3.1 场依赖型与场独立型 15-16 3.2 分类概括幅度 16-17 3.3 对含糊的容忍程度 17-18 4 情感因素 18-22 4.1 学习动机 18-19 4.2 学习者的不同性格对学习策略的作用 19-22 4.2.1 因“性格”施教 20-22 5 学习者的年龄大小 22-26 5.1 学习关键期假设 22-23 5.2 二语习得者的个体特征 23-24 5.3 二语习得者的优缺点略论及策略 24-26 6 小结 26-28 参考文献 28-29 致谢 29 |
