Publication: 泰国高校汉语专业学生学习策略和动机之调查研究——以泰国东方大学为例
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2021
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cn
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中国语言文化学刊
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University
วารสารวิชาการภาษาและวัฒนธรรมจีน มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University
วารสารวิชาการภาษาและวัฒนธรรมจีน มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ
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8
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1
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401
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410
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泰国高校汉语专业学生学习策略和动机之调查研究——以泰国东方大学为例
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An Investigation of Learning Motivation and Strategies of Chinese Major Students in Thai University —— Taking Burapha University as Example
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Abstract
学习动机是语言学习者的内在驱动力，学习策略则是语言学习者用来获取更多知识的学习方法。本研究把学习动机分为融入型动机、整合型动机、成就需要、结果归因和学习情景，学习策略分为补偿、认知、记忆、社交、情感、元认知策略。采用问卷调查、深入访谈和课堂观察等方法，对泰国东方大学人文学院中文专业 163 名学生进行研究。研究表明：学生融合型动机和工具型的动机最强，结果归因动机最弱，性别、汉语水平、家庭背景、学习时间与学习动机均无显著相关，但是年级与学习动机则显著相关。学生广泛应用元认知策略，记忆策略应用的频率最低。学习时间、家庭背景、性别和学习策略没有明显的联系，其主要受到汉语水平和年级因素的影响。同时发现汉语专业学生学习动机与学习策略之间并无显著相关。最后，针对此结果提出汉语教学建议。
Motivation is one of the most important determinants of second language learner, while strategies are the methods that language learners choose to use for gaining more knowledge. This study divides Learning Motivation into Integrative Motivation, Instrumental Motivation, Achievement Needs, Result Attribution and Learning Environment, and Learning Strategies are divided into Memory, Cognition, Compensation, Metacognitive, Affective and Social strategies. This study uses questionnaire surveys, in-depth interviews and classroom observations to survey 163 Chinese major students at the Faculty of Humanities and Social Sciences, Burapha University, Thailand. Research shows that students have the strongest motivation in Integrative and Instrumental Motivation, and the weakest is Result Attributable Motivation. Gender, Chinese proficiency, family background and learning time are not significantly related to Learning Motivation, but grade is significantly related to Learning Motivation. Meanwhile, Metacognitive Strategy is the most popular strategy, well Memory strategy is the least frequently to use. There is no obvious connection between study time, family background, gender, and study strategy, which are mainly affected by Chinese proficiency and grade factors. At the same time, it is found that there is no significant correlation between Learning Motivation and Learning Strategies in Chinese Major students. Finally, base on this result, suggestions for Chinese teaching are proposed.
Motivation is one of the most important determinants of second language learner, while strategies are the methods that language learners choose to use for gaining more knowledge. This study divides Learning Motivation into Integrative Motivation, Instrumental Motivation, Achievement Needs, Result Attribution and Learning Environment, and Learning Strategies are divided into Memory, Cognition, Compensation, Metacognitive, Affective and Social strategies. This study uses questionnaire surveys, in-depth interviews and classroom observations to survey 163 Chinese major students at the Faculty of Humanities and Social Sciences, Burapha University, Thailand. Research shows that students have the strongest motivation in Integrative and Instrumental Motivation, and the weakest is Result Attributable Motivation. Gender, Chinese proficiency, family background and learning time are not significantly related to Learning Motivation, but grade is significantly related to Learning Motivation. Meanwhile, Metacognitive Strategy is the most popular strategy, well Memory strategy is the least frequently to use. There is no obvious connection between study time, family background, gender, and study strategy, which are mainly affected by Chinese proficiency and grade factors. At the same time, it is found that there is no significant correlation between Learning Motivation and Learning Strategies in Chinese Major students. Finally, base on this result, suggestions for Chinese teaching are proposed.