泰国学生汉语口语焦虑研究

【作者】 张雯；

【导师】 高顺全；

【作者基本信息】 复旦大学 ， 汉语国际教育（专业学位）， 2013， 硕士

【副题名】以泰国宋卡王子大学中文专业为例

【摘要】 50年代起,语言学界开始关注情感因素对语言学习的作用和影响。到了80年代,语言教学理论家们认为焦虑是二语习得过程中最关键的情感变量来源之一。但在汉语作为第二语言的教学领域中,关于焦虑的研究并不多。本文在借鉴国内外二语教学界相关研究的基础上,采用问卷调查和个人访谈相结合的调查方式,对泰国汉语学习者在非目的语环境下的口语焦虑进行了调查。问卷调查采用《汉语课堂焦虑感觉量表》、《汉语口语焦虑量表》和《汉语学习焦虑原因调查问卷》等三份量表,对调查所得数据均使用SPSS13.0进行信度检验、量表相关性检验、个体因素相关性检验、因子分析法类等方法进行解析。研究发现泰国学生存在口语焦虑,汉语课堂焦虑和口语焦虑之间也存在明显的正相关关系。学生在汉语课堂上的焦虑感小于其口语焦虑,说明学生在口语课堂开口较少。泰国学生的“个体年龄”和“学习汉语时间”对“口语焦虑”有影响。总体而言,学生年龄越大,焦虑越强；学习汉语时间越长,焦虑越弱。从《汉语课堂焦虑感觉量表》和《汉语口语焦虑量表》两张量表的类型分布观察,对语言形式的准备与否、对自身汉语的评价高低、对口语交际能力的掌握与否,影响着泰国学生的口语焦虑强弱。《焦虑原因量表》认为学习内容及材料、师生交流是泰国学生产生焦虑的原因。最后,本研究结合个人访谈,总结了对泰国学生口语焦虑研究的几点启示。更多还原

【Abstract】 Since1950s, the importance of emotional factors to second language learning is extensively focused by some language theorists. By the age of1980s, many views on relationship between affective variable and foreign language learning are identical, that is anxiety was regarded as one of the most important effective variables. However, in the domain of teaching Chinese as a second language, there are not many papers about anxiety.Based on research findings about foreign language teaching at home and abroad, this paper adopted questionnaire survey and individual interview. The combined investigation method is used in non-target language environment for Thailand’s Chinese learners. Questionnaires including "Foreign Language Classroom Anxiety Scale","Chinese Speaking Anxiety Scale" and "Causes of Chinese Learning Anxiety Scale" are adopted into this research. All questionnaires were conducted by reliability testing, scale correlation scale, individual factor test, factor analysis and the mean test.The results show that Thai students are interfered with Chinese speaking anxiety, and there exists significant positive correlations between the Chinese Classroom Anxiety and Chinese Speaking Anxiety. Chinese Classroom Anxiety is inferior to Chinese Speaking Anxiety among Thai students, indicating that Thai students don’t speak so much in Chinese speaking class. Thai students’age and learning period for Chinese have effect on speaking anxiety. On the whole, the older the students are, the more anxiety they get;while the anxiety becomes weaker as the learning period for Chinese gets longer. From the observation of type distribution of the two scales, we conclude that the preparation of language form, the evaluation of the Chinese level and the master of communication ability all affect the speaking anxiety of Thai students. Thai students’ speaking anxiety also comes from learning content and materials, as well as communication between teacher and student through the analysis of the form Causes of Chinese Learning Anxiety Scale. Finally, on the basis of personal interviews, we summarize some suggestions about the study of Thai students speaking anxiety.更多还原