了得網社會科學_An Empirical Study of the Internal Factors Influencing Chine

編輯推薦

影響來華留學生漢語學習效果的因素非常多，習得的過程也異常復雜。劉鳳閣著的這本《影響來華留學生漢語學習的學習者內部因素實證研究（英文版）》選取影響來華留學生漢語學習的內部因素作為研究課題，通過問卷、訪談等研究工具，以來華留學生為研究對像，對影響其漢語學習的內部因素進行了實證研究。研究的內部因素主要包括學習動機、學習焦慮感、學習策略及其相關關繫。研究結果對針對來華留學生的漢語教學具有較大的價值。

作者簡介

劉鳳閣，英語語言文學博士，主要從事應用語言學研究；主持過*人文社科規劃課題；在《外語教學理論與實踐》《中國應用語言學》《中國外語教育》等刊物發表論文多篇；出版過專著一部。現任寧波大紅鷹學院人文學院外語繫主任、教授。

Chapter 1 Introduction
1.1 Research Background
1.2 Research Significance
1.3 Research Objectives
1.4 Outline of the Book
Chapter 2 Literature Review
2.1 Language Learning Motivation
2.2 Language Learning Anxiety
2.3 Self-regulation of Language Learning
2.4 Self-efficacy of Language Learning
2.5 Summary
Chapter 3 Research Methods
3.1 Research Purposes
3.2 Research QuestionsChapter 1  Introduction
  1.1  Research Background
  1.2  Research Significance
  1.3  Research Objectives
  1.4  Outline of the Book
Chapter 2  Literature Review
  2.1  Language Learning Motivation
  2.2  Language Learning Anxiety
  2.3  Self-regulation of Language Learning
  2.4  Self-efficacy of Language Learning
  2.5  Summary
Chapter 3  Research Methods
  3.1  Research Purposes
  3.2  Research Questions
  3.3  Development of Motivation Structure Questionnaire
    3.3.1  Confirmatory Factor Analysis of Motivation Structure Questionnaire
    3.3.2  Reliability of Motivation Structure Questionnaire
    3.3.3  Validity of Motivation Structure Questionnaire
  3.4  Development of L2 Motivational Self System Questionnaire
    3.4.1  Confirmatory Factor Analysis of L2 Motivational Self System Questionnaire
    3.4.2  Reliability of L2 Motivational Self System Questionnaire
    3.4.3  Validity of L2 Motivational Self System Questionnaire
  3.5  Development of Language Learning Anxiety Questionnaire
    3.5.1  Reliability of Language Learning Anxiety Questionnaire
    3.5.2  Validity of Language Learning Anxiety Questionnaire
  3.6  Development of Self-regulation Questionnaire
    3.6.1  Reliability of Self-regulation Questionnaire
    3.6.2  Validity of Self-regulation Questionnaire
  3.7  Development of Language Learning Self-efficacy Questionnaire
    3.7.1  Reliability of Language Learning Self-efficacy Questionnaire
    3.7.2  Validity of Language Learning Self-efficacy Questionnaire
  3.8  Participants
  3.9  Data Collection
  3.10  Summary
Chapter 4  Results and Discussion
  4.1  The Internal Structure of of Foreign Students Studying Chinese in China
    4.1.1  Results of the Descriptive Statistics and the Normal Distribution Test
    4.1.2  The Internal Structure of Learning Motivation of Foreign Students
           Studying Chinese in China
  4.2  L2 Motivational Self System of Foreign Students Studying Chinese in China
    4.2.1  Results of the Descriptive Statistics and the Normal Distribution Test
    4.2.2  Internal Components of L2 Motivational Self System and Their
           Relationships with Motivational Intensity
    4.2.3  Contributions of L2 Motivational Self System Components to
           Motivational Intensity of the Foreign Students' Chinese Learning
    4.2.4  Comparison of L2 Motivational Self System among Foreign Students
           Studying Chinese for Different Lengths of Time in China
    4.2.5  The Pattern of L2 Motivational Self System across Groups of Foreign
           Students Studying Chinese for Different Lengths of Time in China
  4.3  Correlation Relationship Between Learning Anxiety, Self-regulation, Self-
       efficacy and Motivational Intensity
  4.4  Contribution of Learning Anxiety,  Self-regulation,  Self-efficacy to
       Motivational Intensity
  4.5  Group Comparison of the Contribution of Learning Anxiety, Self-
       regulation and Self-efficacy to Motivational Intensity among Foreign
       Students Studying Chinese for Different Lengths of Time in China
  4.6  Pedagogical Implications
  4.7  Summary
Chapter 5  Conclusion
  5.1  Summary of the Present Research
  5.2  Major Findings
  5.3  Significance and Contributions
  5.4  Limitations
  5.5  Suggestions for Future Research
Bibliography
Appendix
Index

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