美国大学生汉语口语交际难点与应对策略研究

American University Students' Difficulties in Speaking Chinese as a Foreign Language and Their Coping Strategies

外语学习策略研究的发展趋势是结合学生描述的学习策略和他们在具体语言任务中使用的策略,客观分析他们的外语学习策略使用情况,从而为外语学习寻求突破捷径。目前,这种方法还鲜被CS/FL(汉语作为二语/外语)学习策略研究人员采纳,CS/FL的口语交际策略研究相对匮乏。本文通过对两所美国大学三个级别共155名学生自述的汉语口语学习难点与应对策略的定量、定性分析,并设计了相应的具体口语任务,并在24名成功的汉语口语学习者中进行观察和检验。结果发现:学生自述的口语交际难点与应对策略和他们在实际口语任务中的情况存在差异,学习者的汉语水平和口语交际难点存在一定程度的负相关。

The current trend in foreign language learning strategy research is to combine learners＇ self-reported strategies with the strategies they use in specific language tasks. However, this research method is rarely used in CS/FL（Chinese as Second/Foreign Language） strategy research. At the same time, strategy research on speaking Chinese as a foreign language is insufficient in the field. The present paper, using both quantitative and qualitative research methods, investigates 155 students from three different proficiency levels at two American universities on their self-reported difficulties and strategies for speaking Chinese as a foreign language. Specific tasks for speaking Chinese are also designed for 24 successful students and their actual strategy use in these speaking tasks are observed and analyzed. Results show that the students＇ actual strategy use differs greatly from what they report in the questionnaire surveyl and that Chinese proficiency level negatively correlates with difficulties in speaking Chinese. It is hoped that the present study provides a new angle in relevant CS/FL research.