發(fā)布時間：2018-04-02 15:32

  本文選題：交際意愿　切入點：學習環(huán)境　出處：《江蘇大學》2017年碩士論文

【摘要】：本研究以MacIntyre的金字塔模型和Wen和Clement的交際意愿模型為依據(jù),探討非目的語環(huán)境下中國非英語專業(yè)學生英語交際意愿和目的語環(huán)境下外國留學生漢語交際意愿。并且分別探究焦慮和動機這兩個情感變量以及性別、語言水平這兩個客觀背景變量對學習者二語交際意愿的影響。本研究試圖回答以下問題:1)非目的語環(huán)境下中國非英語專業(yè)學生英語交際意愿和目的語環(huán)境下外國留學生漢語交際意愿的現(xiàn)狀如何?2)性別和語言水平對中國非英語專業(yè)學生的英語交際意愿和外國留學生的漢語交際意愿有何影響?3)動機和焦慮與上述兩種不同學習環(huán)境下學習者的交際意愿有何聯(lián)系?哪種變量更能有效地預測學習者的交際意愿?本研究采用定量與定性相結(jié)合的研究方法,選取江蘇某大學174名學生為研究對象,其中98名不同英語水平的學生來自其獨立學院非英語專業(yè)學生,76名不同漢語水平的學生來自其海外教育學院。定量研究使用了調(diào)查問卷,問卷總共涉及三個量表:英語/漢語交際意愿量表、語言學習焦慮量表和語言學習動機量表,使用描述性統(tǒng)計、獨立樣本T檢驗、皮爾遜相關分析、雙因素方差分析以及多元回歸分析對調(diào)查結(jié)果進行統(tǒng)計分析,此外,為了對造成統(tǒng)計結(jié)果的原因有更深的了解,參加過定量調(diào)查的8名學生(4名中國非英語專業(yè)學生,4名外國留學生)參加了半結(jié)構化訪談。在進行定量和定性分析后得到了以下結(jié)果:1)中國非英語專業(yè)學生的英語交際意愿和外國留學生的漢語交際意愿普遍不高,課內(nèi)交際意愿高于課外交際意愿,并且存在很大的個體差異。二者整體交際意愿和課內(nèi)交際意愿無顯著差異,但是在課外交際意愿上存在顯著差異,這說明相比于中國非英語專業(yè)學生課外說英語而言,外國留學生更愿意在課外說漢語。2)性別差異對中國非英語專業(yè)學生的交際意愿產(chǎn)生顯著性影響,女生交際意愿顯著性高于男生,相反,其對外國留學生交際意愿沒有顯著性影響;語言水平對中國非英語專業(yè)學生英語交際意愿和外國留學生漢語交際意愿均有顯著性影響,高語言水平的學生更愿意用目的語與人交流。3)中國非英語專業(yè)學生英語交際意愿與英語學習焦慮呈顯著負相關,與英語學習動機呈現(xiàn)正相關,英語學習焦慮和動機與英語交際意愿呈顯著負相關,英語學習焦慮是預測學生英語交際意愿的有效預測因素;外國留學生漢語交際意愿與漢語學習焦慮呈現(xiàn)負相關,與漢語學習動機呈正相關,漢語學習焦慮和動機與漢語交際意愿呈顯著負相關,漢語學習焦慮和動機都能有效預測留學生漢語交際意愿,但是漢語學習焦慮的預測力更強。鑒于以上結(jié)果分析,本研究對外語教師了解學生交際意愿現(xiàn)狀以及主要影響因素有積極作用,能夠使教師采取措施,營造輕松和諧的語言學習環(huán)境,培養(yǎng)學生的學習積極性和學習動機,從而降低焦慮,提高學生的二語交際意愿及實際交際能力。
[Abstract]:In this study, the MacIntyre model of Pyramid and Wen and Clement WTC model as the basis, to explore the non target language environment Chinese non English Major Students' English communicative intention and the target language environment of foreign students willingness to communicate in Chinese. And explore the anxiety and motivation of the two affective variables, gender, language level two objective background variables on learners' two language communicative intention. This study attempts to answer the following questions: 1) how about the status of Chinese non English Majors' English communicative intention and target language environment for foreign students in Chinese language communicative intention of non target language environment? 2) what is the effect of gender and language proficiency of non English Majors China the students' willingness to communicate in English and Chinese to foreign students willingness to communicate? 3) motivation and anxiety with the two different learning environment learners' willingness to communicate what is the relationship? What kind of variable can more effectively predict learner's communicative intention? This study adopts both qualitative and quantitative research methods, selection of Jiangsu a total of 174 university students as the research object, including 98 different English levels of students from the independent college non English majors, 76 different levels of Chinese students from overseas the school of Education. The quantitative study using questionnaire, a questionnaire involving a total of three scales: English / Chinese WTC scale, language learning anxiety and language learning motivation scale, using descriptive statistics, independent sample T test, Pearson correlation analysis, two factor variance analysis and multiple regression analysis of survey results statistical analysis, in addition, in order to have a deeper reason for the understanding of the statistical results, 8 students participated in the quantitative investigation (4 China non English majors, 4 foreign students). With a semi-structured interview. The following results were obtained in quantitative and qualitative analysis: 1) willingness to communicate in English and Chinese to foreign students willingness to communicate China non English majors are generally not high, willingness to communicate inside the classroom than outside WTC, and there are great individual differences. Two no significant differences in overall communication desire and willingness to communicate inside the classroom, but there are significant differences in willingness to communicate on the extracurricular activities, extracurricular China compared to non English Majors in English, foreign students are more willing to speak Chinese in class.2) have a significant impact on gender differences in communicative intention Chinese non English Major Students' willingness to communicate, significantly higher than the girls on the contrary, the boy has no significant influence on foreign students' communicative intention; language proficiency on willingness to communicate in English and non English Majors Chinese foreign students pay When will have a significant impact, high language level students are more willing to use the target language to communicate with people.3) English Majors' willingness to communicate in English and English learning anxiety is negatively correlated Chinese, are positively correlated with English learning motivation, English learning anxiety and motivation was negatively correlated with the willingness to communicate in English, English learning anxiety is effective predictors of students' willingness to communicate in English; foreign students willingness to communicate in Chinese and Chinese learning anxiety is negatively correlated, positively correlated with the motivation of Chinese learning, Chinese learning anxiety and motivation and willingness to communicate in Chinese was significantly negatively related to Chinese learning anxiety and motivation can effectively predict students' willingness to communicate in Chinese, but Chinese learning anxiety predicted stronger. In view of the above results, this research to understand the status quo of students' communicative intention and the main influence factors on the product of foreign language teachers Extreme action enables teachers to take measures to create a relaxed and harmonious language learning environment, cultivate students' learning motivation and learning motivation, thereby reducing anxiety, improving students' two language communicative willingness and practical communicative competence.

【學位授予單位】：江蘇大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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