摘要
本研究是一项关于汉语作为第二语言初级学习者阅读焦虑的个案研究。研究以两名汉语作为第二语言初级学习者为研究参与者,采用阅读体验描述、有声思维报告、反省报告、实地观察和研究者日志等方式收集数据,探究汉语作为第二语言初级学习者阅读焦虑的来源以及降低阅读焦虑的方法,同时参照Moustakas现象学研究方法中的数据分析步骤、Creswell数据分析三步骤及Bogdon和Biklen发现和编码法分析数据。研究发现,汉语作为第二语言初级学习者在阅读过程中的确会产生阅读焦虑,其阅读焦虑的来源主要有英汉语言表述间的差异、缺少已有知识、困难和复杂的词汇、错误的猜测、阅读理解存在困难。汉语作为第二语言初级学习者采用猜测、查字典、基于单一汉字理解两个汉字组合的意义、回避和继续阅读以及运用学习者已有知识预测文章内容等方法来减少阅读焦虑。本研究为汉语作为第二语言阅读习得和教学领域提供了一定的理论与教育启示。
This paper reports a case study that explores elementary learners' reading anxiety over Chinese as a second language(CSL). Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners' reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas'(1994) data analysis procedures, Creswell's(2007) three steps, and Bogdon & Biklen's(1992) data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keeping reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.
引文
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