蒙古国留学生汉语学习策略特征及差异性研究  

Features and Differences of Chinese Learning Strategies Used by Mongolian International Students

作　　者：张瑞芳[1] 格萨茹拉[1] 

机构地区：[1]内蒙古师范大学国际交流学院,内蒙古呼和浩特010022

出　　处：《内蒙古师范大学学报（自然科学汉文版）》2015年第1期122-128,共7页Journal of Inner Mongolia Normal University(Natural Science Edition)

基　　金：中国高等教育学会外国留学生教育管理分会科学研究课题(2013Y022);内蒙古师范大学科研基金项目(2013RWYB25)

摘　　要：在对"汉语作为第二语言学习策略"文献梳理的基础上,采用Oxford的语言学习策略量表(SILL),对蒙古国留学生汉语学习策略进行了调查分析,探讨其汉语学习策略的一般特点和趋势,以及在性别、学习年限、学习层次、专业类别等方面的差异性及交互作用.结果表明,蒙古国留学生汉语学习中优势策略使用顺序是:元认知策略>社交策略>认知策略>补偿策略>情感策略>记忆策略;蒙古国留学生汉语学习策略存在显著的性别、学习年限、学习层次和专业类别上的差异;总体上,女生优于男生,随着学习时间的增加和学习层次的提升,汉语学习策略使用的优势更加明显,汉语及其相关专业几乎在所有学习策略上均优于非汉语专业;蒙古国留学生汉语学习策略在性别、学习年限、专业、层次上不同程度地存在交互作用.Based on the literature review on Chinese learning strategies as a second language,the Chinese learning strategies of Mongolian international students are investigated and analyzed with the strategy inventory for language learning （SILL）designed by Oxford.In addition to the general features and tendency of their strategies,the differences and interactive effects in gender,schooling period,learning hier-archy,and major classification are discussed.It is found that their dominant strategies are in the order of metacognitive,social,cognitive,compensatory,affective,and memory strategies.Significant differences are found as well in gender and other aspects.Generally,female students practice strategies better than male ones;more strategies are used with increasing learning time and higher learning hierarchy;Chinese and related majors practice better than non-Chinese majors almost in every strategy category;interactive effects of different degrees can be found in their gender,schooling period and other aspects.

关 键 词：蒙古国留学生 汉语学习策略 差异性 教学改革 

分 类 号：G442[哲学宗教—心理学]