“语文并进”和“语文分流”教学模式下学生动机调查——以非汉字文化圈学生为调查对象

A Survey of Students' Motivation with Language-Character Integration Approach and Language-Character Separation Approach:Based on Students in Non-Chinese Character Cultural Sphere

许多研究者都认同"语文分流"模式更符合初级阶段非汉字文化圈汉语学习者的需求的观点,然而,目前对该模式的研究主要集中在汉字方面。本文尝试探讨该模式对来华非汉字圈留学生学习动机方面的影响。本研究在学期初和学期末实施了两次相同的问卷调查。调查对象是中山大学国际汉语学院语言文化中心零起点并进班和分流班中非汉字文化圈的学生。通过对调查结果的分析,我们发现,经过12周的学习后,"语文并进"班学生的融合型动机显著下降,而"语文分流"班学生的学习体验要好于前者。因此,我们认为,相较"语文并进"模式,非汉字圈的学习者能够更好地适应"语文分流"教学模式,从而保持高度的融入型动机。

It is widely accepted that for beginners from the non-Chinese Character Cultural Sphere, Language-Character Separation Approach is a more effective teaching approach than the traditional Language-Character Integration Approach one. However, the existing relevant studies of this approach have only focused on Chinese Characters. This paper discusses the influence of each approach on students＇ learning motivation. Students in both Language-Character Integration Approach class and Language-Character Separation Approach class were asked to complete identical surveys both at the beginning and at the end of the semester. The results show that （a） after 12 weeks of learning, the integrative motivation of stu- dents in Language-Character Integration Approach classes decreased significantly, and （b） the learning experience of students in Language-Character Separation Approach class is significantly better than in Language-Character Integration Approach class.