【作者】 王婷；

【导师】 蔡燕；

【作者基本信息】 山东大学 ， 汉语国际教育（专业学位）， 2021， 硕士

【摘要】 中国随着改革开放步伐的加快,在经济、政治、文化、科技等方面取得的成就举世瞩目,国际地位进一步提升,综合国力不断增强,远渡重洋进入中国求学的外国学子越来越多。但由于文化差异,使得留学生在学习汉语过程中势必会面临困难和问题。对于学习汉语的留学生们来说,汉语水平的不断提高关乎其未来的发展方向。研究其汉语元认知情况具有必要性。目前国内关于来华汉语学习者元认知的研究较少,亟待加强。本文以来华汉语学习者为例,采用量化和质化相结合的研究方法,对其元认知进行了调查和分析。本文主要研究的问题是:来华汉语学习者元认知总体情况和各个构面的具体情况如何?不同性别、年龄、类型、HSK等级、学习时长的学习者是否在元认知上存在差异?来华汉语学习者的自我效能感、内部归因方式、外部归因方式、融合型动机、工具型动机这五种内部因素是否对元认知产生影响?教师、同伴、母语、家庭这些外部因素是否会影响学习者的元认知?在参考和借鉴前人研究的基础上,我们编制了《来华汉语学习者元认知调查问卷》,共调查了 215名来华汉语学习者,通过SPSS26.0对调查数据进行分析,并结合深入访谈结果,得出结论如下:1.来华汉语学习者的元认知整体情况较好,具有中上水平。在元认知的三个维度中,均值最高的是元认知知识,其次是元认知监控,元认知体验的均值最低,三者相互作用并相互关联。2.性别和年龄不会对来华汉语学习者的元认知产生影响。不同类型的来华汉语学习者在元认知知识维度上具有一定区别。不同学习时长的来华汉语学习者在元认知体验上具有显著差异,在元认知监控和元认知知识维度上也存在一定的差异性。不同HSK等级的来华汉语学习者在元认知上没有明显的差异。3.从内部因素对元认知整体影响来看,自我效能感对学习者的元认知的影响较大,影响力次之的是内部归因方式,再次是外部归因方式,影响力最小的是融合型动机。从内部因素对元认知具体维度的影响来看,在元认知知识上,自我效能感对其影响最大,其次是内部归因方式,对元认知知识影响最小的是工具型型动机;在元认知监控上,自我效能感对其影响最大,其次是内部归因方式,外部归因方式对元认知监控的影响力最小;在元认知体验上,自我效能感对其影响最大,其次是内部归因方式,再次是融合型动机,对元认知体验影响最小的是外部归因方式。4.回归分析结果显示,教师自主支持对学习者的元认知影响最大,其次同伴关系。通过深入访谈,我们发现学习者的母语、家庭背景情况均会对学习者的元认知产生一定的影响。教师自主支持与同伴关系对学习者的元认知知识、元认知监控和元认知体验具有显著的影响力。基于以上分析得出的结论,针对在研究中发现的问题,结合中国目前对来华留学生的管理条例、政策等,从学校国际学生教学管理部门、教师、学习者等角度提出具体的建议,以期达到提高学习者汉语水平以及学习效率的目的。更多还原

【Abstract】 As the state speeds up it’s reform and opening up,China has made magnificent achievements in economy,politics,culture,science and technology.Its international status has been further enhanced,and its overall national strength has been continuously enhanced.More and more foreign students have crossed the ocean to study in China.However,due to the cultural differences,foreign students are bound to face difficulties and problems in the process of learning Chinese.For international students studying Chinese,the continuous improvement of their Chinese proficiency is related to their future development direction.It is necessary to study their Chinese metacognition.At present,there are few researches on metacognition of Chinese learners in China,which need to be strengthened urgently.Taking Chinese learners in China as an example,this paper investigates and analyzes their metacognition by using quantitative and qualitative methods.The main research question of this paper is:what is the overall situation of Chinese learners’ metacognition in China and the specific situation of each aspect?Are there any differences in metacognition among different genders,ages,types,HSK levels and learning duration?Do the five internal factors,self-efficacy,internal attribution style and external attribution style,convergent motivation and instrumental motivation,affect metacognition of Chinese learners in China?Do external factors such as teachers,peers,mother tongue and family affect learners’ metacognition?Based on the reference and reference of previous studies,we have compiled the Metacognitive Questionnaire for Chinese Language Learners in China.A total of 215 Chinese language learners in China were surveyed.The survey data were produced through the analysis of SPSS26.0 and the results of in-depth interviews were integrated to reach the following conclusions:1.The metacognition of Chinese learners in China is good on the whole,with an intermediate or above level.Among the three dimensions of metacognition,the one with the highest mean value is metacognitive knowledge,followed by metacognitive monitoring,which has the lowest mean value of metacognitive experience,and the three of them interact with each other and are interrelated.2.Gender and age do not influence the metacognition of Chinese learners in China.Different types of Chinese learners in China have certain differences in the dimension of metacognitive knowledge.Chinese learners in China with different learning duration have significant differences in meta-cognitive experience,and Chinese learners in China with different learning duration also have certain differences in metacognitive monitoring and metacognitive knowledge dimensions.There is no obvious difference in metacognition among Chinese learners with different HSK levels.3.From the perspective of the overall influence of internal factors on metacognition,self-efficacy has a greater influence on learners’ metacognition,followed by internal attribution style,followed by external attribution style,and the least influence is integrative motivation.From the perspective of the influence of internal factors on the specific dimensions of metacognitive knowledge,self-efficacy has the greatest influence on metacognitive knowledge,followed by internal attribution style,instrumental motivation has the least influence on metacognitive knowledge.As for metacognitive monitoring,self-efficacy has the greatest influence on it,followed by internal attribution style,and external attribution style has the least influence on it.In terms of metacognitive experience,self-efficacy has the greatest influence on metacognitive experience,followed by internal attribution style,followed by convergent motivation,and external attribution style has the least influence on metacognitive experience.4.The regression analysis results show that teacher independent support has the greatest influence on learner’s metacognition,followed by peer relationship.Through in-depth interviews,we find that learners’ mother tongue and family background will have a certain impact on learners’ metacognition.Both teacher independent support and peer relationship have significant influence on learners’ metacognitive knowledge,metacognitive monitoring and metacognitive experience.Based on the conclusions of the above analysis,in view of the problems found in the research and in combination with China’s current management regulations and policies on international students,this paper puts forward specific suggestions from the perspectives of the school’s international student teaching management department,teachers and learners,so as to improve the learners’ Chinese proficiency and learning efficiency.更多还原