【作者】 陈滢；

【导师】 骆琳；

【作者基本信息】 华中科技大学 ， 汉语国际教育， 2014， 硕士

【摘要】 近年来，随着我国经济的高速发展，对外交流日趋开放，对外汉语教育事业也日趋成熟，阅读技能的培养在对外汉语课程设置中的地位不断上升。阅读作为我们人类特有的一项活动，是一个复杂的心理过程和生理过程。许多学者在研究中发现外语阅读焦虑是直接影响阅读过程和结果的重要因素之一，如何减少阅读焦虑已成为对外汉语教学研究的重要课题。本文在剖析前人关于阅读和阅读焦虑研究成果的基础上，以来自华中科技大学国际教育学院语言班A班和B班的全体留学生作为主体研究对象，通过一份背景调查问卷、一份汉语阅读焦虑量表、一份截取汉语水平考试三级的阅读理解测试题和课后交流访谈搜集相关数据，建立相对系统的数据对比模型，分析并归纳了引发初级汉语水平留学生汉语阅读焦虑的原因以及汉语阅读焦虑对汉语阅读过程和结果的影响，为改良对外汉语教学策略、减少留学生汉语阅读焦虑奠定了一定的理论基础。通过对调研数据和材料进行相对系统地分析，笔者发现汉字难度最容易引发学生的阅读焦虑，此外，国别、性别、学习时间、时间压力、负评价心理恐惧等因素也都会对学生的阅读焦虑产生不同程度的影响。针对这些因素，本文提出了教师多方位帮助学生应对焦虑、重视汉字教学、分国别教学、教师提供适合的阅读材料、提升教师素质等针对性教学策略来减少留学生阅读焦虑的产生，以期提高留学生的汉语阅读水平，培养他们的汉语阅读兴趣，进而帮助他们养成良好的汉语阅读习惯，从而达到促进对外汉语阅读教学质量进一步提升的目的。更多还原

【Abstract】 In recent years, with the rapid development of China’s economy, the gradual opening offoreign exchange and Chinese as a foreign language education career becoming mature, thetraining of reading skills in Chinese as a foreign language curriculum is rising in the position.Reading as our unique human activity, is a complex psychological process and physicalprocess. Many scholars in the study found that the foreign language reading anxiety is one ofthe important factors that directly affect the reading process and result. How to reduce thereading anxiety has become an important topic in the research of teaching Chinese as aforeign language.Based on the analysis of previous research achievements about reading and readinganxiety, on the basis of all the students from class A and class B in huazhong university ofscience and technology institute of international education language, this article collects therelevant data, establishes relative systematic data comparison model, and analyzes as well assummarizes the cause of overseas students’Chinese reading anxiety t. And it summarizes theinfluence of Chinese reading anxiety to the Chinese reading process and results, through abackground questionnaire, a modified Chinese language reading anxiety scale, a capture theHSK levels of reading comprehension test and after class interviews. This article lays acertain theoretical foundation for the improvement of the strategy of teaching Chinese as aforeign language, and for the decrease of students’Chinese reading anxiety.Through a relative systematic analysis survey of data and materials, the author foundthat the difficulties of Chinese characters are more likely to cause students’reading anxiety.In addition, factors such as nationality, gender, learning time, time pressure, negativeevaluation etc. may cause different degrees of influence on the students’ reading anxiety.According to these factors, some solutions are mentioned in this paper. Teachers helpstudents cope with anxiety, attach great importance to the teaching of Chinese characters,and teach in different ways according to the countries. Teachers provide suitable reading materials, and improve their own quality and teaching strategies to reduce students’ readinganxiety. These solutions are also helpful to improve Chinese reading level of foreign students,cultivate their interest in reading Chinese, and help them form good reading habits, so thatthe purpose of promoting the quality of teaching Chinese as a foreign language can befurthered.更多还原