第二语言汉语学习策略的动态选择与发展:一项纵向研究

Dynamic Selection and Development of Strategies in Learning Chinese as a Second Language: A Longitudinal Study

本文对第二语言汉语学习策略使用进行纵向研究,以揭示语言学习策略使用的特点和规律。研究采用定制的第二语言汉语学习策略问卷,在四个时点上(3、6、12、18个月)分别对42名英语母语者汉语学习策略使用进行四次跟踪调查,测量了策略使用的量的大小与前后变化,刻画了学习过程中策略变化轨迹,分析了策略的选择发展与语言问题情境及个体认知之间的关系。研究发现:在不同的学习阶段学习者策略使用存在选择性,在一定的时间跨度内策略使用呈非线性发展,语言学习策略使用随着语言问题情境与个体认知而变化。研究丰富了第二语言习得理论,为汉语学习策略干预提供了实证依据。

This study conducted a longitudinal observation on the use of strategies in learning Chinese as a second language to reveal the characteristics and laws of language learning strategies. Using a customized Chinese learning Strategy Questionnaire, we investigated the use of Chinese learning strategies by 42 native English speakers at four time points(3, 6, 12 and 18 months), measured the magnitude of and change in the use of learning strategies over time. In this paper, we describe the trajectory of the change in the learning process and analyze the relationship between the development of strategy use, the learning content, and individual cognition. The results show that learners’ use of strategies is selective at different stages of second language learning. Over a certain span of time, the use of strategies shows a nonlinear development trend. The use of language learning strategies varies with the situation of language problems and individual cognition. This study has enriched the second language acquisition theory and provided empirical evidence for strategy intervention in Chinese learning.