汉语作为第二语言初级学习者阅读焦虑个案研究（英文）
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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.
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
Alderson, J. C.(2000). Assessing reading. Cambridge:Cambridge University Press.
Berns,M.(1989)."Second"and"foreign"in second language acquisition/foreign language learning:A sociolinguistic perspective. In B. Van Patten&J. F. Lee(Eds.), Second language acquisition—Foreign language learning(pp.3-11). Philadelphia:Multilingual Matters.
Bogdon, R. C.,&Biklen, S. K.(1992). Qualitative research for education:An introduction to theory and methods. Boston, MA:Allyn&Bacon.
Creswell, J. W.(2007). Qualitative inquiry&research design:Choosing among five traditions. New York:SAGE Publishing.
Ellis, R.(1994). The study of second language acquisition. Oxford:Oxford University Press.
Ericsson, K. A.,&Simon, H. A.(1984). Protocol analysis:Verbal reports as data. Cambridge:The MIT Press.
Fan, Z. K.(2009).[汉语阅读焦虑源的国别差异分析]The anxiety sources of Chinese reading in various countries. Chinese Language Learning, 6(3), 99-105.
Horwitz, E. K., Horwitz, M. B.,&Cope, J. A.(1986). Foreign language classroom anxiety. The Modern Language Journal, 70,125-32.
Huang, Z. C.(2008).标准汉语教程(第二版)(阅读篇Ⅱ)[Course on standard Chinese(ReadingⅡ)].Beijing:Peking University Press.
Moustakas, C.(1994). Phenomenological research methods. Thousand Oaks, CA:Sage.
Saito, Y., Horwitz, E. K.,&Garza, T. J.(1999). Foreign language reading anxiety. The Modern Language Journal, 83,202-18.
Shi,Y.,&Xu,J. F,(2013).国内外外语焦虑研究四十年——基于29种SSCI期刊与12种CSSCI期刊40年(1972—2011)论文的统计与分析[Forty years'research on foreign language anxiety at home and abroad:Based on the classification, statistical and contrastive analysis of the data consisting of forty years'(1972-2011)research papers from 29 SSCI journals and 12 CSSCI journals]. Foreign Languages and Their Teaching, 268(1), 60-65.
Shi,Y. Z.,&Liu,Z. Q.(2006).外语阅读焦虑与英语成绩及性别的关系[Foreign language reading anxiety and its relationship to English achievement and gender]. Journal of PLA University of Foreign Languages, 29, 59-65.
Van Manen, M.(1990). Researching lived experience:Human science for an action sensitive pedagogy.Ontario:The Althouse Press.
Yang,L.X.,Wang, S. E.,Chang,H. C.,&Sheng,J.(2013).应用语言学中的质性研究与分析[Qualitative research in applied linguistics]. Beijing:Foreign Language Teaching and Research Press.
Young, D. J.(1991). Creating a low-anxiety classroom environment:What does language anxiety research suggest? Modern Language Journal, 75,426-437.
Zhang, L.(2002). Anxiety of overseas students in Chinese reading. Applied Linguistics, 11(4), 77-83.
Zhao, A. P., Guo, Y.,&Dynia, J.(2013). Foreign language reading anxiety:Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778.
Berns,M.(1989)."Second"and"foreign"in second language acquisition/foreign language learning:A sociolinguistic perspective. In B. Van Patten&J. F. Lee(Eds.), Second language acquisition—Foreign language learning(pp.3-11). Philadelphia:Multilingual Matters.
Bogdon, R. C.,&Biklen, S. K.(1992). Qualitative research for education:An introduction to theory and methods. Boston, MA:Allyn&Bacon.
Creswell, J. W.(2007). Qualitative inquiry&research design:Choosing among five traditions. New York:SAGE Publishing.
Ellis, R.(1994). The study of second language acquisition. Oxford:Oxford University Press.
Ericsson, K. A.,&Simon, H. A.(1984). Protocol analysis:Verbal reports as data. Cambridge:The MIT Press.
Fan, Z. K.(2009).[汉语阅读焦虑源的国别差异分析]The anxiety sources of Chinese reading in various countries. Chinese Language Learning, 6(3), 99-105.
Horwitz, E. K., Horwitz, M. B.,&Cope, J. A.(1986). Foreign language classroom anxiety. The Modern Language Journal, 70,125-32.
Huang, Z. C.(2008).标准汉语教程(第二版)(阅读篇Ⅱ)[Course on standard Chinese(ReadingⅡ)].Beijing:Peking University Press.
Moustakas, C.(1994). Phenomenological research methods. Thousand Oaks, CA:Sage.
Saito, Y., Horwitz, E. K.,&Garza, T. J.(1999). Foreign language reading anxiety. The Modern Language Journal, 83,202-18.
Shi,Y.,&Xu,J. F,(2013).国内外外语焦虑研究四十年——基于29种SSCI期刊与12种CSSCI期刊40年(1972—2011)论文的统计与分析[Forty years'research on foreign language anxiety at home and abroad:Based on the classification, statistical and contrastive analysis of the data consisting of forty years'(1972-2011)research papers from 29 SSCI journals and 12 CSSCI journals]. Foreign Languages and Their Teaching, 268(1), 60-65.
Shi,Y. Z.,&Liu,Z. Q.(2006).外语阅读焦虑与英语成绩及性别的关系[Foreign language reading anxiety and its relationship to English achievement and gender]. Journal of PLA University of Foreign Languages, 29, 59-65.
Van Manen, M.(1990). Researching lived experience:Human science for an action sensitive pedagogy.Ontario:The Althouse Press.
Yang,L.X.,Wang, S. E.,Chang,H. C.,&Sheng,J.(2013).应用语言学中的质性研究与分析[Qualitative research in applied linguistics]. Beijing:Foreign Language Teaching and Research Press.
Young, D. J.(1991). Creating a low-anxiety classroom environment:What does language anxiety research suggest? Modern Language Journal, 75,426-437.
Zhang, L.(2002). Anxiety of overseas students in Chinese reading. Applied Linguistics, 11(4), 77-83.
Zhao, A. P., Guo, Y.,&Dynia, J.(2013). Foreign language reading anxiety:Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778.