| 近3、四十年，说话进修战略研究成为说话习得研究中一个主要构成部门。至今已有年夜量研究商量英语等印欧说话的进修战略，韩语论文范文，然则针对汉语的进修战略研究却其实不多见。90年月末鼓起的汉语进修战略研究固然初见结果，但与汉语在全球的推行流传现状比拟，韩语毕业论文，还远远不敷。本文在对国际外第二说话进修战略研究停止综述的基本上，借用Oxford（1990）的说话进修战略量表，对留先生汉语进修战略停止问卷查询拜访，辅之于面临面访谈，商量留先生汉语进修战略全体运用情形、作用身分及对汉语进修战略教授教养立场等。本文借助SPSS13。0统计软件，经由过程描写性统计剖析、方差剖析等心思统计办法对问卷数据停止剖析。查询拜访发明，（1）留先生最常运用的战略顺次为赔偿战略，其次是认知战略、社会战略和元认知战略，再次是记忆战略，最不经常使用的是情绪战略。（2）分歧母语配景留先生汉语进修战略运用上存在明显差别。个中英语被试在战略运用上更积极，韩语被试在战略运用上起码；分歧母语被试在赔偿战略上差别最明显。（3）分歧进修年限对进修战略运用作用不明显，但均值跟着进修时光的增长而削减。半年以下被试在战略运用上最积极，而两年以上被试战略运用较少。（4）分歧进修念头的留先生在汉语运用战略上则有必定水平分歧。在整体均值上，任务念头被试均值高于其他念头，但在详细战略运用上，兴致念头广泛高于其他念头。（5）现行的进修战略教授教养形式不实用于留先生的战略进修。经由过程查询拜访和面谈的结论，我们树立了基于收集的汉语进修战略教授教养形式，并对汉语教授教养提出响应的建议。 Abstract: In the past 3 or forty years, the strategy of talking and learning has become one of the main components in the study of language acquisition. Has already had a large amount of research to discuss English and other Indo European speaking learning strategies. However for the research of learning strategy in Chinese is actually not much. At the end of the 90 year, the Chinese language learning strategy has shown initial results, but with the Chinese in the world to promote the spread of the current situation is far from enough. In this paper, the international and foreign second language learning strategies to stop the review of the basic, to borrow Oxford (1990) speech learning strategy scale, to stay in the Chinese language learning strategy to stop the questionnaire survey, complemented by face interviews, to discuss the situation of the Chinese language learning strategies for students to discuss the status of the identity and the Chinese language learning strategies, teaching positions, etc.. In this paper with the help of. 0 statistical software, through descriptive statistics analysis, analysis of variance and other statistical methods to analyze the data of the questionnaire. The survey found that (1) leave Mr. the most frequently used strategies sequentially for compensation strategy, followed by cognitive strategy, social strategy and meta cognitive strategy, once again, is memory strategy use most frequently is the emotional strategy. (2) there is a significant difference in the application of the Chinese language learning strategy for the differences between mother tongue and native language. Chinese English test is more active in the strategic application, Korean is tested in the strategic application at least; differences in the mother tongue is the most obvious difference in the compensation strategy. (3) the effect of different length of study on the application of learning strategies is not obvious, but the average value is reduced by the growth of learning time. Less than half a year to be tested in the most active strategic applications, and more than two years of trial strategy is less. (4) the difference of the idea of the stay in the Chinese language in the application of the strategy is bound to a certain level of differences. On the overall average, the task was higher than the average task of thinking, but in the application of detailed strategy, the interest is higher than other ideas. (5) the current teaching form of the learning strategy is not practical for the strategic studies of mr.. Through the conclusion of the inquiry and interview, we set up the Chinese learning strategy teaching form based on the collection, and put forward the suggestion to the teaching of Chinese. |
