【作者】 杨柳；

【导师】 王亚琼；

【作者基本信息】 云南大学 ， 汉语国际教育（专业学位）， 2020， 硕士

【副题名】以云南大学留学生为例

【摘要】 二语动机作为预测学习成效的因素,成为影响学习者学习成效的关键所在。在汉语作为第二语言的教学研究开始备受关注的情况下,了解汉语学习者的学习动机,从而采取相应的策略来构建和维持学习者的汉语学习动机,能够从很大程度上促进汉语教学实践活动的开展,并保证汉语学习的成效。本研究基于二语动机自我系统理论(D?rnyei,2005,2009b)的研究框架,对云南大学在读留学生的汉语学习动机情况进行调查,对这些留学生二语动机自我系统的三个维度(理想二语自我、应该二语自我、二语学习经历)和他们的学习动机行为进行分析,来探索汉语学习者的二语动机自我系统的作用机制和特征;在此基础上,进一步对不同组别汉语学习者的二语动机自我系统及其对学习动机行为的影响做出对比,考察不同国别、不同班级、不同性别的汉语学习者学习动机的异同;并结合各组别汉语学习者的特征,分析不同组别汉语学习者的汉语学习动机存在异同的原因。本次研究通过AMOS23.0及SPSS23.0对问卷获得的数据进行了分析,研究结果显示:1.云南大学汉语学习者的学习动机部分符合“二语动机自我系统”的理论模型,三个维度中只有理想二语自我对动机行为达到了正向显著影响;2.在不同的特征组中理想二语自我的动机作用最为显著和广泛;3.在国别、班级、性别因素影响下,多因素交互影响的作用多于单因素影响的作用;4.有国别因素参与的情况下,对动机造成的影响的差异最大。该结果说明:理想二语自我对汉语学习者的动机有重要作用,在教学中注重理想二语自我的构建并在学习过程中不断强化,能帮助学习者加强或维持汉语学习的动机;不同特征组的汉语学习者的动机情况在“二语动机自我系统”的各维度均存在一定差异,尤其是不同国别组,若能了解不同特征组汉语学习者的动机特点,就能更准确、全面地帮助学习者从不同方面激发、强化学习动机。更多还原

【Abstract】 Second language motivation,as a factor to predict learning effectiveness,is the key to affect learners’ learning effectiveness.Under the circumstance that the research on teaching Chinese as a second language is getting much attention,to understand the learning motivation of Chinese learners and adopt corresponding strategies to construct and maintain the learning motivation of Chinese learners can greatly promote the development of Chinese teaching activities and ensure the effectiveness of Chinese learning.Based on the research framework of "Second Language Motivation Self-System"(D?rnyei,2005,2009b),this study investigates the Chinese learning motivation of international students in Yunnan University,and analyze the three dimensions of the "Second Language Motivation Self-System" of these students(ideal L2 self,ought-to L2 self,L2 learning experience)and their learning motivation behaviors to explore the mechanism and characteristics of the "Second Language Motivation Self System" of Chinese learners;on this basis,the paper further compares the "Second Language Motivation Self-System" of Chinese learners in different groups and its influence on learning motivation behaviors,to investigate the similarities and differences of learning motivations of Chinese learners in different countries,different class and different genders;and analyzes the reasons for the differences and similarities of Chinese learning motivations in different groups combined with the characteristics of each group.This study analyzes the data obtained from the questionnaire through AMOS23.0 and SPSS23.0,and the research results show that: 1.The learning motivation of Chinese learners in Yunnan University is partially conforms to the theoretical model of "Second Language Motivation Self-System".Among the three dimensions,the ideal L2 self has a significant positive influence on motivation behavior;2.The motivation of ideal L2 self is the most significant and extensive in different feature groups;3.Under the influence of country,class and gender,the interaction effect of multiple factors is more than that of single factor;4.The impact on motivation is most different,when country factors were involved.The results indicate that the ideal L2 self plays an important role in the motivation of Chinese learners,emphasis on the construction of ideal L2 self in teaching and strengthening in the learning process can help learners to strengthen or maintain the motivation of learning Chinese;the motivation of Chinese learners in different feature groups has certain differences in each dimension of the "Second Language Motivation Self-System",especially in different country groups,if we can understand the motivation characteristics of Chinese learners in different feature groups,we can help learners to stimulate and strengthen learning motivation from different aspects more accurately and comprehensively.更多还原