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首页> 外文学位 >A Sociocultural Approach to the Study of Motivation and Attitudes towards the Learning of Mandarin Chinese in the U.S.: Secondary School Students' Perceptions.
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A Sociocultural Approach to the Study of Motivation and Attitudes towards the Learning of Mandarin Chinese in the U.S.: Secondary School Students' Perceptions.

机译：研究美国普通话学习动机和态度的社会文化方法：中学生的感知。

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摘要

This qualitative case study focused on exploring non-Asian students' and their parents' perspectives on the students' Chinese language learning experiences. It aimed to provide a better understanding of what motivates secondary school level students in the U.S. to learn Chinese, as well as their attitudes towards the Chinese language, the Chinese culture, and Chinese speakers. The purpose of the study was to provide comprehensive pictures of what learning the Chinese language might mean to secondary school level students.;Ten non-Asian secondary school students who were studying Mandarin Chinese in New York City constituted the target population. The secondary target population was their parents. The data collection methods included interviews, the review of documents, and a focus group. Content analysis was used to analyze the interview transcripts, and the data were collected, interpreted and analyzed by applying a sociocultural constructivist framework and the multiple-leveled Communication Ecological Model.;The findings showed that the economic power of China and the national security establishments of the U.S. affect the motivation and attitudes of non-Asian secondary level school students towards learning Mandarin at the macro level. At the meso level, families, schools, teachers, peers, extracurricular Mandarin programs, the presence of local and overseas Chinese speaking communities, and media are found to support students' Mandarin learning. Overall positive attitudes towards the Chinese language, the Chinese culture, and Chinese speakers were reported by students at the micro level. Investing in learning Mandarin with the goal of communicating effectively was mentioned by all students in the present study. Parents also reported positive attitudes towards their children learning Mandarin and held positive beliefs about the necessity of learning about both the Chinese language and its culture. Students and parents all emphasized the utility of Mandarin. In terms of the interaction between the micro level and the meso level, the data showed that in the initial period of Mandarin learning, schools and parents play a significant role, thus overshadowing any student based initiative. A second finding was that across the cases of secondary students, two patterns associated with sustaining their involvement in Mandarin learning were found. I termed the first, the agentic pattern and the second, the traditional institutional pattern. In the agentic pattern, students attend Mandarin classes operated by different educational institutions, but they also exercise agency in non-instructional settings to access additional linguistic and interactional resources. In the traditional institutional pattern, despite access to spontaneous interactional resources, students continue to be mainly active in Mandarin language socialization in instructional settings.;The present study indicates that students manage to sustain involvement in Mandarin learning because the possibility of becoming a proficient Mandarin speaker is supported by the multiple communities where they have memberships. It is hoped that through its sociocultural approach this qualitative case study can contribute to the present gap in the L2 motivation and attitudes research and can provide research directions for other less commonly taught languages.
机译：该定性案例研究的重点是探索非亚裔学生及其父母对学生的中文学习经历的看法。它旨在更好地了解美国中学生学习汉语的动机以及他们对汉语，中国文化和讲汉语的态度。这项研究的目的是提供全面的图片，说明学习汉语对中学水平的学生可能意味着什么。；在纽约市学习汉语的十名非亚洲中学学生构成了目标人群。次要目标人群是父母。数据收集方法包括访谈，文件审查和焦点小组。运用内容分析法对访谈笔录进行分析，运用社会文化建构主义框架和多层次的传播生态模型对数据进行收集，解释和分析。研究结果表明，中国的经济实力和国家安全体系的建立美国会影响非亚洲中学学生从宏观角度学习普通话的动力和态度。在中观水平上，发现家庭，学校，教师，同伴，课外普通话课程，本地和海外华语社区以及媒体可以支持学生的普通话学习。微观水平的学生报告了他们对中文，中国文化和说中文的总体积极态度。在本研究中，所有学生都提到投资学习普通话以达到有效沟通的目的。父母们也对孩子学习普通话表示了积极的态度，并对学习中文和其文化的必要性持有积极的信念。学生和家长都强调普通话的实用性。在微观层次和中观层次之间的相互作用方面，数据显示，在普通话学习的初期，学校和父母扮演着重要的角色，从而掩盖了任何基于学生的主动性。第二个发现是，在中学生的案例中，发现了两种与持续参与普通话学习相关的模式。我称第一类为代理模式，第二类为传统制度模式。在代理模式下，学生参加由不同教育机构开设的普通话课程，但他们也在非教学环境中行使代理权，以访问其他语言和互动资源。在传统的机构模式中，尽管获得了自发的互动资源，但学生仍然继续在教学环境中积极参与普通话社交活动。；本研究表明，由于设法成为一名熟练的普通话讲者，学生得以设法继续参与普通话学习。由拥有会员资格的多个社区支持。希望通过其社会文化方法，这种定性的案例研究可以弥补目前在L2动机和态度研究中的差距，并可以为其他较少教授的语言提供研究方向。

著录项

  • 作者

    Lin, Yue.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Education Bilingual and Multicultural.;Education Multilingual.;Education Secondary.;Education Foreign Language.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 271 p.
  • 总页数 271
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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