本文主要採用問卷調查的方式考察並比較了133名中國大學生的俄語學習策略和85名俄羅斯大學生的漢語學習策略使用情況,探討了性別和學習年限等個體因素對中俄學生語言學習策略使用的影響,以及優秀的漢俄學習者在具體學習策略使用上的差異。研究結果顯示,中俄兩國學生語言學習策略的使用率均為中等水準,俄羅斯學生的整體學習策略使用率略高於中國學生。其次,性別因素對中國學生俄語學習影響較大,但並未對俄羅斯學生產生顯著影響;而學習年限同樣對中國學生多項學習策略的使用影響均達到顯著水準,但僅對俄羅斯學生元認知策略的使用影響顯著。此外,在具體學習策略的使用上,中俄兩國優秀的三語學習者在6個大類的11項策略上呈現出顯著差異。最後,文章還據此提出了相應的教學建議。
Abstract
This paper examines and compares the use of Russian language learning strategies of 133 Chinese university students and the use of Chinese language learning strategies of 85 Russian university students mainly by means of questionnaires, and explores the influence of individual factors such as gender and years of study on the use of language learning strategies by Chinese and Russian students, as well as the differences between excellent Chinese and Russian learners in the use of specific learning strategies. The results of the study showed that the utilization rate of language learning strategies for both Chinese and Russian students was at a medium level, and Russian students’ overall learning strategy use was slightly higher than that of Chinese students. Secondly, gender had a greater impact on Chinese students’ learning of Russian, but did not have a significant effect on Russian students, while the number of years of study also had a significant effect on the use of several learning strategies by Chinese students, but only on the use of metacognitive strategies by Russian students. In addition, in terms of the use of specific learning strategies, excellent Chinese and Russian trilingual learners showed significant differences in 11 strategies in six major categories. Finally, the article also provides appropriate teaching suggestions accordingly.
关键词
中國大學生 /
俄羅斯大學生 /
語言學習策略 /
對比
{{custom_keyword}} /
Key words
Chinese university students /
Russian university students /
Language learning strategy /
Comparison
{{custom_keyword}} /
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
一、中文著作
[1] 顧世民、臧淑梅,〈國內語言學習策略研究:回顧、思考與展望〉,《外語電化教學》,第174期(上海:2017.04),84-90.
[2] 顧世民、趙玉峰,〈語言學習策略研究回顧與思考—國外研究視角〉,《外語電化教學》,第165期(上海:2015.09),41-49.
[3] 何楓、梁宇,〈新西蘭與泰國中小學生漢語學習策略比較研究〉,《華文教學與研究》,第3期(廣州:2021.09),70-78.
[4] 何楓、薩拉,〈非目的語環境下伊朗學生漢語學習策略使用研究〉,《漢語國際傳播研究》,第1期(北京:2023.01),151-165.
[5] 江新,〈漢語作為第二語言學習策略初探〉,《語言教學與研究》,第1期(北京:2000.03),61-68.
[6] 李炯英,〈中國學生二語學習策略的觀念與運用—一項實證研究〉,《外語教學》,第23卷第1期(西安:2002.01),42-49.
[7] 李強、姚怡如、劉乃仲,〈漢語學習策略與個體因素的相關性研究〉,《語言教學與研究》,第1期(北京:2011.01),41-47.
[8] 劉鳳芹,〈日本國內大學生漢語學習策略調查分析〉,《漢語學習》,第4期(延吉:2012.08),97-103.
[9] 文秋芳,〈大學生英語學習策略變化的趨勢及其特點〉,《外語與外語教學》,第4期(大連:1996.08),43-46.
[10] 文秋芳、王立非,〈影響外語學習策略系統運行的各種因素評述〉,《外語與外語教學》,第9期(大連:2004.09),28-32.
[11] 吳勇毅,〈漢語「學習策略」的描述性研究與介入性研究〉,《世界漢語教學》,第4期,(北京:2001.04),69-74.
[12] 吳勇毅,《不同環境下的外國人漢語學習策略研究》,上海:上海師範大學博士學位論文,2007.
[13] 徐子亮,〈中外學生二語學習策略的相異性研究〉,《暨南大學華文學院學報》,第3期(廣州:2003.09),19-25.
[14] 楊翼,〈高級漢語學習者的學習策略與學習效果的關係〉,《世界漢語教學》,第1期,(北京:1998.01),88-93.
[15] 張利蕊、萬瑩,〈中亞五國留學生漢語學習策略的調查與分析〉,《漢語學習》,第2期(延吉:2019.04),94-104.
[16] 張瑞芳、格薩茹拉,〈蒙古國留學生漢語學習策略特徵及差異性研究〉,《內蒙古師範大學學報(自然科學漢文版》,第1期(呼和浩特:2015.01),122-128.
二、西文著作
17 Joan, Rubin, “What the ‘good language learner’can teach us.”TESOL Quarterly 9(WILEY, NJ: 1975): 41-51.
18 O’ Malley, J., A. Chamot. Learning Strategies in Second Language Acquisition, 1st ed. Cambridge: Cambridge University Press, 1990.
19 Rebecca, Oxford, Martha, Nyikos, “Variables affecting choice of language learning strategies by University students.”The Modern Language Journal 3.73(WILEY, NJ: 1989.09): 291-300.
20 Rebecca, Oxford.Language Learning Strategies: What Every Teacher Should Know, 1st ed. New York: Newbury House Publishers, 1990.
21 Rebecca, Oxford.Teaching and Researching Language Learning Strategies Self-Regulation in Context, 2nd ed. New York: Routledge, 2016.
22 Rod, Ellis.The Study of Second Language Acquisition, 1st ed. Oxford: Oxford University Press, 1994.
{{custom_fnGroup.title_cn}}
脚注
{{custom_fn.content}}
PDF(964 KB)
