西藏地区大学生汉语水平与汉语学习动机的关系研究——以西藏职业技术学院为例

Research on the Relationship between Chinese Proficiency and Chinese Learning Motivation for College Students in Tibet :A Case Study of Tibet Vocational Technical College

汉语作为加强中国各民族交流、促进各民族经济文化发展的通用语言,在实现现代化的过程中及在融合各民族思想文化的历程中发挥着重要作用。对西藏地区而言,汉语的习得与应用不仅是藏族人民发展和提升自我的前提,同时也是西藏地区稳定发展、提升民族凝聚力的必然要求。本研究以语言的学习动机为出发点,考察藏族人民汉语学习动机与汉语水平之间的关系。结果显示,西藏学生对汉语本身的兴趣和交际需要程度越高,汉语水平也越高;成就需要和自我效能越强,汉语水平越高;来自课程和教师的动机成分也是影响汉语水平的主要因素。学习动机成分对汉语水平的预测模型虽然揭示了学习者自身对语言的兴趣和政治文化兴趣可以预测语言水平,但课程的设计与教材的质量将更有助于汉语水平的提高。基于研究结果,本文为自治区语言学习政策的完善提供了思路,为课程和教材的开发提出了建议。

As a common language for strengthening the communication among various ethnic groups in China and promoting the economic and cultural development of each ethnic group, Chinese language plays an important role in the process of modernization and integration of national ideology and culture. For the Tibetan area, the acquisition and application of Chinese language is not only a prerequisite for the progress of the Tibetan people, but also a necessary requirement for the stable development of Tibet and the promotion of national cohesion. Taking the language learning motivation as the starting point, this study examines the relationship between Chinese learning motivation and Chinese proficiency of Tibetan college students. The results show that the Tibetan students' Chinese proficiency increases accordingly along with the students' interest and communication needs in Chinese language, as well as their achievement needs and self-efficacy. Meanwhile, the motivation elements from curriculum design and teachers are also main factors influencing the students' Chinese proficiency. Although the prediction model of learning motivation for Chinese proficiency reveals that the learners' own interest in language and political culture can predict the language proficiency, the quality of curriculum design and teaching materials is still decisive to the improvement of Chinese proficiency. Based on the research results,this paper provides some ideas for the improvement of language learning policy in Tibet, and recommendations for the development of curriculum design and teaching materials.