来华留学生汉语学习动机与学习策略及其相关性研究

上海交通大学硕士学位论文来华留学生汉语学习动机与学习策略及其相关性研究姓名：沈亚丽申请学位级别：硕士专业：语言学及应用语言学指导教师：李柏令200811012,3ANINVESTIGATIONINTOTHEMOTIVATIONANDSTRATEGIESOFFOREIGNERSLEARNINGCHINESEINCHINAABSTRACTLanguagelearningmotivation(LLM)andlanguagelearningstrategies(LLS)aretwoimportantfactorsinindividuallearnerdifferencesandhavebeenwidelystudiedinthefieldofsecondlanguageacquisition.WithmoreandmoreforeignerscomingtoChinatostudyChinese,itisnecessaryandimportanttostudytheirLLMandLLS,especiallythetrendandrelationshipofbothfactors,soastoimprovetheteachingmethodandenhanceChineseacquisition.ByinvestigatingtheforeignChineselearnersinShanghaiJiaoTongUniversity,whoarestudyinginprimary,intermediate,andadvancedlevelsrespectively,thisstudyshowsthatlearners’LLM,includingIntegrative,Instrumental,Extrinsic,IntrinsicandResultativeMotivation,andLLS,includingMeta-cognitive,Cognitive,AffectiveandSocialStrategy,differwiththelearners’Chineselevel.Therelationshipbetweenmotivationandstrategiesallchangeamongdifferentlevels.KEYWORDSSecondLanguageAcquisition,ChineseAcquisitionasASecondLanguage,IndividualLearnerDifferences,Motivation,Strategy71-1·······················22-1TremblyGardner················································2311192070(IndividualLearnerDifferences)SkehanLarsen-Freeman&LongEllis1.11.1.1SkehanLarsen-Freeman&LongEllisSkehan[1]2Larsen-Freeman&Long[2]//Ellis[3]Ellis1-1Ellis[3]:124Figure1-1FacilitativepersonalandgeneralfactorsinSLA(Ellis:[3]124)1-11.1.2SkehanLarsen-Freeman&longEllis31.1.2.170Gardner&Lambert[4]8090Dornyei[5]Trembly&Gardner[6]Schumann[7]1.1.2.27041.21.2.11.2.1.1GardnerLambert50GardnerAMTB(Attitude/MotivationTestBattery)GardnerLambert[4]80GardnerDornyei[5]Gardner&Trembley[6]Schumann[7]WilliamsRamage[8]Clement[9]Sung&Padilla[10]Noels[11]1.2.1.251[12][13][14][15]2[16]1996[17]101(1)(2)(3)[18]302278[19]450[20][21]373Biggs63[22]Trembly&Gardner[6]50013[23]7[24]4[25][26][27][28][29]140237451.2.21.2.2.1/70Rubin[30]Whatthe“goodlanguagelearner”canteachus??AaronCarton[31]TheMethodofInferenceinForeignLanguageStudyCarton1971Inferencing:aprocessinusingandlearninglanguage[32]Rubin1975Rubin[30]Hosenfeld[33]Naiman[34]Cohen&Hosenfeld[35]Stern[36]8/90[37]1WongFillmore[38]5-7Bialystok[39]Hosenfeld[33]Wenden[40]HosenfeldO’Malley&Chamot[41]8090//2701971Rubin1975Rubin[30]1978Naiman[34]O’Malley&Chamot[41]Ellis[42]93Hosenfeld[43]197990Chamot[44]Oxford[45]Wenden[46]McDonough[47]1996IreneThompson&JoanRubin[48]1.2.2.21[49][50][51][52][53][54]2[55]164[56][57]3[58][59]10[60][61][62]4511[63][64]1504[65][66][19]450[67]5[68][69][70][71]1.2.3111.2.3.1[72]Sung&Padilia[10][73][74][75]HSKHSKHSKJeanSookRyuYang[76][77]12[78]5[79][80]12341.2.3.290[81][82]13[83][84][85]SILL107[86]31[87]121.2.41Oxford[88]2Taguchi[89]O’Malley&Chamot[40]Ames&Archer[90]143Biggs[91][92]351[16]Leaver[93]4Oxford&Nyikos[94][95][96]1.3151.4161/21722.12.1.1Gardner[97]Williams[98]Dornyei[5]Skehan[1]Ellis[42]2.1.2[100]2.1.2.1182.1.2.22.1.2.3119232.1.2.42.1.2.5MurphyMcClellandLewinMcClellandLewinAtkinson20McClelland2.1.32.1.3.12050GardnerLambertGardnerLambert2080Gardner2.1.3.221Dornyei[100]190Eccles231Dornyei[5]222Trembley&Gardner[6]3Schumann[7]4Williams[98]1DornyeiDornyei[5]1994Dornyei[100]199810Tencommandmentsformotivatinglearners90/2Trembley&Gardner[6]Trambley&GardnerGardnerGardner2-1GardnerGardnerGardner232-1Trembly&GardnerDornyei[100]Figure2-1Trembly&Gardner’sLLMModel3Schumann[7]SchumannSchumannSchumann4Williams24Williams[98]L2WilliamsWilliamsL22.22.2.1Bialystock[39]Tarone[101]Stern[36]Rubin[102]O’Malley&Chamot[41]Oxford[103]OxfordL225Ellis[104]12/345Ellis123/4Ellis12345678Cohen[105]1[106]262[107]3[108]4[85]5[109]6[110]/2.2.2[111]272.2.2.12.2.2.21KrashenAnderson234282.2.2.31231996[112]2.2.3Bialystok[39]29KrashenCartonDansereau[113]Rubin[102]Biggs[91]O’Malley&Chamot[41]//123/Oxford[88]6230Cohen[105][114][68][115]SkehanStern1231233133.10200001000200040001000200040002000200852001571323458403.2506325-pointLikert-Scale12345/1=Neveroralmostnevertrueofme2=Usuallynottrueofme3=Somewhattrueofme4=Usuallytrueofme5=Alwaysoralmostalwaystrueofme17[116]Oxford[88]SILLStrategyInventoryforLanguage33Learning271/3.320085SPSS(13.0)SPSS3.4343.4.13.4.1.13313-13-1Table3-1Acomparisonofthemeansforeachmotivationitemamongthreelevels13.1764713.6379313.723.1764713.5689663.63534.3823534.1724144.22543.4705883.2068972.9553.9117654.1896553.4562.7941183.2586213.02573.3529413.4655173.22582.64705932.07593.4117653.4310343.175103.5882353.2758623.475113.53.4482763.575121.8823532.0517242132.7941183.0344832.525143.1470593.4137933.025153.6176473.9310343.75163.1764713.52.9173.38243.53453.93-1171341611251712174124171711123579101114151764.7%123623-23-2Table3-2One-wayANOVAformotivationitemsF6.07287823.0364392.3777230.096816164.73771291.2770371170.81061314.16650422.0832521.6310440.199735164.76531291.277252168.93181310.9621520.4810750.4331280.649417143.28031291.11073144.24241314.99095822.4954791.6267640.200571197.88781291.5340144202.878813112.9660626.4830324.1910050.017241199.54911291.5468925212.51521314.7318522.3659251.0464590.354141291.65451292.260888