汉语二语学习自我效能感个体因素的多维研究

A Multidimensional Study of Individual Factors in Chinese Second Language Learners’ Self-Efficacy

自我效能感是个体对自我完成某种行为所具能力的判断与评价,是汉语学习中不可忽视的因素。本研究以国外的语言学习为引、国内的英语学习为过渡,较为详细地从性别、年龄、年级、汉语水平、汉语学习时长等五个方面论述了其与汉语学习自我效能感的相关度。研究发现,各位学者的研究方法类似,调查对象的人数差距较大,调查问卷和量表不尽相同,研究结果并不一致,而且不同的学者在性别、年龄、年级、汉语水平、汉语学习时长等方面与汉语学习自我效能感的相关度的研究结论上存在国别差异。国际中文教师在教学过程中应当关注学习者个体因素对汉语学习自我效能感的影响,并适当施加干预以达到提高学生汉语学习自我效能感的目的。

Self efficacy is an individual’s judgment and evaluation of their ability to complete a certain behavior, and it is an undeniable factor in Chinese language learning. This study takes foreign language learning as a reference and domestic English learning as a transition, and elaborates in detail on the correlation between gender, age, grade, Chinese language proficiency, and Chinese language learning self-efficacy from five aspects. Research has found that scholars have similar research methods, with significant differences in the number of survey subjects, varying survey questionnaires and scales, and inconsistent research results. Moreover, there are national differences in the research conclusions on the correlation between gender, age, grade, Chinese language proficiency, and Chinese language learning duration and Chinese language learning self-efficacy among different scholars. International Chinese language teachers should pay attention to the impact of individual learner factors on the self-efficacy of Chinese language learning during the teaching process, and appropriately intervene to achieve the goal of improving students’ self-efficacy in Chinese language learning.