日本大學生參與華語學習動機之探究

Exploring for Japanese University Students' Motivation for Participating in Learning Chinese

任利(Ri Nin) ； 蔡喬育(Qiao-Yu Cai)

《中原華語文學報》 4期 (2009/10) Pp. 185-201

https://doi.org/10.30107/CYJTCSL.200910.0009

摘要

本研究根據過去有關第二語言學習動機、日本人參與華語學習動機等的相關文獻，並運用了探索性因素分析法來探究日本大學生參與華語學習動機，發現日本大學生參與華語學習動機可分為七類：1.綜合性動機；2.工具性動機；3.正向華語學習動機；4.被動影響動機；5.國際性、未來性動機；6.交流手段的動機；7.多語言比較動機。其次，本研究也針對大一和大二學生，以及男女學生進行了獨立樣本ｔ檢定，發現大一學生在「被動影響動機」中顯著較高，而在「多語言比較動機」中，男學生顯著高於女學生。透過此次調查分析，本研究闡明了日本大學生參與華語學習動機之因，期能作為華語教師在啟發日本大學生華語學習動機上的參考依據。

關鍵字

日本大學生 ； 參與華語學習動機 ； 華語教學 ； 探索性因素分析 ； t檢定

並列摘要

According to the past literatures on motivation for learning second languages, Japanese's motivation for learning Chinese, and so on, exploratory factor analysis is used to explore Japanese university students' motivation for participating in learning Chinese in the paper, and we found their motivation for participating for learning Chinese, including integrative motivation, instrumental motivation, positive motivation for learning Chinese, passive motivation for learning Chinese, learning motivation for internationalization and future, learning motivation for social functions, and learning motivation for common infrastructures between Chinese and Japanese. Secondly, t-test is also used to find freshmen prefer to passive motivation for learning Chinese, and males prefer to learning motivation for common infrastructures between Chinese and Japanese.

並列關鍵字

university students in Japan ； motivation for participating in learning Chinese ； TCFL ； exploratory factor analysis ； t-test

參考文獻

Gardner, R. C.,Lambert, W.E.(1972).Attitudes and motivation in second language learning.Rowley, Ma.:Newbury House.

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Ren, G.(2009).Why do or don't boys choose Chinese as an elective in secondary school?.Babel.43(3),20-26.

Woore, R.(2009).Beginners' progress in decoding L2 French: Some longitudinal evidence from English modern foreign languages classrooms.Language Learning Journal.37(1),3-18.