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在华外籍儿童汉语学习现状的实证研究

时间:2020-11-15 15:40来源:英语论文
Empirical Study on the Current Chinese-learning Situations of International Children in China A Case study of International Children from High-income or Highly-educated Families,英语论文在华外籍儿童汉语学习现状的实证研究

在华外籍儿童选择在普通公立小学入读,其汉语学习面临多种不利因素的影响。本文基于 Heckmann F.的理论和对全国各地 30名高收入高知背景家庭的外籍儿童的问卷调查,通过对汉语学习内涵的分析,分别在家庭层面、学校层面、社会层面调查影响外籍儿童汉语学习的因素,以便提供学习汉语的可行性建议,提高外籍儿童的汉语学习水平,并吸引更多的外籍人才学习汉语,加强我国的文化软实力。 59583
毕业论文关键词  外籍儿童   汉语学习   影响因素     
Title Empirical Study on the Current Chinese-learning Situations of International Children in China ——A Case study of International Children from High-income or Highly-educated Families         
Abstract International children in China face  various disadvantages on their Chinese learning when choosing to enroll into common public elementary schools. Based on the research of Friedrich Heckmann and a survey on the Chinese-learning situations of international children from high-income and highly educated families around the country, this paper analyzes the connotation of studying Chinese  language and studies the factors influencing their Chinese learning respectively from the family level, school level and community level. The paper aims to put  forward feasible suggestions for international children to improve their Chinese learning, and in the meantime, to attract more foreign elites to learn Chinese and strengthen our national cultural soft power.   
Keywords     International Children     Chinese Language Learning     Influencing Factors     

Table of Contents 

 1    Introduction  1 

1.1    Research Background1 

1.2    Relevant Literature Reviews1 

2    Questionnaires and Survey Methods..3 

2.1    Questionnaires3 

2.2    Survey Respondents and Methods.4 

3    Learning Situations and Influencing Factors..  5 

3.1    Internal Factors.5 

3.2    The  Influencing Factor of the Family. 6 

3.3    The Influencing Factor of Schools, Teachers and Classmates7 

3.4    Other Influencing Factors8 

4    Quantitative Analysis on the External Influencing Factors8 

4.1    Influence of Single Factors8 

4.2    Influence of Multiple Factors10 

Conclusion  13 

Appendix15 

Acknowledgements19 

Bibliography20 
1 Introduction 1.1 Research Background With the expansion of China’s opening-up, an increasing number of foreign elites are pouring into China, including language teachers, senior cooperation managers and advanced researchers, and a large number of them are intended to stay for a relative long time. (According to the National Statistics Bureau in the 2010 national census, 250,434 international people live in China for at least five years.) The most pressing issue these elites have to deal with is their children’s education.
On the one hand, they are not willing to send children to international schools that are expensive and lack of discipline. On the other hand, learning Chinese can be not only useful but also necessary to integrate into the Chinese society. However, at present there is no special Chinese education applied to international children, so their learning of the Chinese language is disadvantaged in many ways. This paper tries to identify the major factors influencing the mastery of Chinese by international children and makes feasible suggestions to improve their Chinese studying, through a questionnaire aimed at foreign children.    1.2 Relevant Literature Reviews Domestic papers often concentrate on one specific area that influences the study result of the Chinese-learning of international children, thus lacking an overall analysis. For example, in terms of  learning attitude, expert  find that the learning attitude and motivation of international students have positive correlation with their  language learning ability(Li Zheng’en, 2011: 13-14). Regarding connotation, some believe that the interest of international children in learning Chinese directly influences their learning effects, so teachers should adopt methods such as organizing study groups, playing games, etc. to reinforce the second language acquisition of international children above 6 years old(Wang Lin, 2010:  20-22). It  also  emphasizes  that the language-learning  attitude of parents also has certain positive correlation with children’s learning attitude (Jin Zhenhe, 2009: 35-37). 在华外籍儿童汉语学习现状的实证研究:http://www.lwfree.com/yingyu/lunwen_64845.html

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