留学生汉语交际意愿及其影响因素研究
|
摘要
本文是关于沪宁高校留学生汉语交际意愿的实证研究。通过调查留学生汉语交际意愿的现状、特点及影响因素,我们提出心理、情境及特质三大要素直接或间接影响二语课堂内外交际意愿的假设。依据此假设,本研究具体探讨以下三个问题：一,留学生课堂内外汉语交际意愿的现状和特点；二,背景变量对留学生课内外汉语交际意愿的影响；三,留学生能够感知到的影响课内外汉语交际意愿的主要因素。
为了验证上述假设及回答以上研究的问题,我们采用了定性和定量相结合的方法。来自沪宁七所高校的210名留学生参加了定量研究。本研究设计的课内外汉语交际意愿调查表包括五个部分：(1)背景问卷,(2)课外汉语交际意愿量表,(3)课内汉语交际意愿量表,(4)语言学习取向调查表,(5)社会支持调查表。定性研究使用了开放式及封闭式问题、半结构访谈提纲及聚焦写作。
本研究主要发现总结如下：
首先,210份问卷调查反映出沪宁留学生课内外汉语交际意愿的现状为：两地高校留学生的汉语交际意愿值比较高,介于“可能愿意”和“肯定愿意"之间；上海高校留学生的汉语交际意愿略高于南京；课外汉语交际意愿高于课内,但差异微小。汉语口语水平、焦虑或害怕这两项因素是影响留学生课内外汉语交际意愿最重要的因素。
其次,问卷反映出来的留学生较高的汉语交际意愿和我们在现实中观察到的现象有很大出入。现实中留学生使用汉语主动与他人进行交际活动并不总是经常发生,大部分留学生不具备主动与他人交际的意愿。这种客观与主观的矛盾恰恰反映出交际意愿是一种心理上的虚拟的意愿,而非现实的交际活动,要想将这种虚拟的意愿转变为实际的交际活动,要靠人为的干预,这种干预就是要在对外汉语课堂上采取任务型教学法。
第三,定量和定性研究结果表明,心理、情境及特质因素对留学生课堂内外汉语交际意愿产生直接或间接影响。通过回归分析,我们考察了客观背景变量、主观情感变量和情境变量与汉语交际意愿的内部关系,研究证实：
1.客观背景变量是影响留学生汉语交际意愿的外在因素。性别、国籍、专业、学历对留学生的汉语交际意愿无显著影响；年级对留学生的汉语交际意愿具有显著影响,并呈现负相关,高年级组的留学生内部汉语交际意愿的差异性较大,我们认为,这一现象与中高级水平的学习者处于学习的“高原期”有关。
2.情感变量是影响留学生汉语交际意愿的内在因素。通过考察动机、交际能力的自我评价、焦虑、语言态度和汉语口语水平的自我评价五项情感变量与留学生汉语交际意愿之间的相关性,我们发现：五项情感变量均与留学生的汉语交际意愿显著相关,其中动机、语言态度和汉语水平的自我评价均与课内外汉语交际意愿存在正相关的关系,这三项变量在一定程度上对交际意愿具有正预测力。影响课内和课外的情感因素对交际意愿的影响力基本一致。因此,帮助学习者建立正确的情感倾向是提高汉语交际意愿的关键所在。
3.交际意愿还受抑制心理、对语言学习的看法和过度监控等因素的影响。沪宁高校留学生的认知方式呈现出明显的被动性与过度监控性,导致他们用汉语进行主动交流的意识与能力较差。
第四、我们评估了语言学习取向和社会支持对留学生汉语交际意愿的影响,研究表明：
1.在工作、学习成绩、知识、旅行和友谊取向中,工作取向和学习成绩取向是与留学生的汉语交际意愿联系最紧密的两个取向,并与交际意愿呈现正相关。
2.在交际意愿与社会支持的分析中,父母、兄弟姐妹和老师的支持与留学生的汉语交际意愿呈现正相关,并对交际意愿有正面的预示作用。换言之,家人和老师的支持是提升留学生汉语交际意愿的强大动力。研究启示为,要将留学生高度的、潜在的交际意愿转化为更多的练习汉语的机会,以简化汉语学习的程序,就要争取尽量多的社会支持。
在定性和定量研究的基础上,本文提出对留学生交际意愿的培养是对外汉语教学的首要目标；根据留学生普遍存在以任务为导向的的学习特点,我们提出,要将留学生较高的、潜在的汉语交际意愿转化为现实中的交际活动,只有开启任务型教学,才能做到真正以学习者为中心。
The article is a empirical study on the WTC in Chinese among foreign students in the colleges from Shanghai and Nanjing areas. Through investigating current situations, characteristics and influential factors of WTC in Chinese among the aforesaid students, we propose that three elements, psychology, situation, and particularity, would directly or indirectly affect their bilingual WTC inside and outside class. Based on such presumption, the study aims at discussing the following three questions:1. Current situations and characteristics of foreign students'WTC inside and outside class;2. Influences of background variables on the WTC of foreign students in Chinese inside and outside class; and3. Main factors on affecting the WTC in Chinese inside and outside class those foreign students can be aware of.
In order to validate the aforesaid presumption and answer the questions above, we have adopted a method combining qualitative with quantitative.210foreign students from7colleges in Shanghai and Nanjing areas participated in the quantitative research. The questionnaire designed in the research for investigating the WTC in Chinese inside and outside class comprises the following five parts:(1) background questionnaire;(2) survey sheet of WTC in Chinese outside class;(3) survey sheet of WTC in Chinese inside class;(4) questionnaire on language studying orientation; and (5) questionnaire on social support. Qualitative research has used open and closed questions, half-structure interview outline and focus writing.
Main findings of this research are concluded as follows:
First of all,210questionnaires have reflected the current situation of WTC in Chinese among foreign students inside and outside class in Shanghai and Nanjing areas:the WTC in Chinese of the foreign students in colleges in the two cities is quite high, between "probably will" and "definitely will"; the WTC in Chinese of the foreign students in Shanghai is slightly higher than Nanjing; the WTC in Chinese outside class is higher than inside class, but the difference is tiny. The two factors including oral Chinese level and anxiety or fear are the most important factors that affect the WTC of foreign students in Chinese inside and outside class.
Secondly, the relatively high WTC of foreign students in Chinese reflected on the questionnaires is quite different from what we observed in reality. We found that it did not occur often that foreign students actively talk in Chinese with others in reality; most of the foreign students do not possess the WTC with others. This kind of objective and subjective conflict exactly shows that the WTC is only psychological willingness instead of real communication activity. Changing such virtue willingness to actual communication activity depends on intervention,this kind of intervention is to adopt the task-based teaching method in teaching Chinese as a foreign langrage.
Thirdly, the quantitative and the qualitative research results have provided that psychology, situation and particularity factors generate direct or indirect influences on the foreign students'WTC in Chinese inside and outside class. Through regression analysis, we have checked the internal relationship between the objective background variable, subjective sentiment variable, situation variable and the WTC in Chinese. The studies have proved:
1. Objective background variable is the external factor that influences the foreign student's WTC in Chinese. In such six objective background variables, gender, nationality, profession and education background have no prominent influences in the foreign student's WTC in Chinese; Grade prominently affects the foreign student's WTC in Chinese, and appears a negative correlation. Senior foreign students show quite large difference in WTC in Chinese internally. We think that such phenomenon is related with the students of medium and high level being in a "plateau period" of studying.
2. Sentiment variable is the internal factor that influences the foreign student's WTC in Chinese. Through investigating the dependency between the five sentiment variables including motivation, self-assessment of communication ability, anxiety, language attitude, self-assessment of oral Chinese level and the foreign student's WTC in Chinese, we have found:all the five sentiment variables are prominently related with the foreign student's WTC in Chinese, in which motivation, language attitude and self-assessment of Chinese level have positive correlation with WTC in Chinese inside and outside class, and this three variables have positive predictive power to the WTC on certain extent. Influences of sentiment factors inside and outside class are basically the same to the WTC. Therefore, the key to improve the WTC in Chinese is to help the student establish correct sentiment inclination.
3. The foreign students' WTC is also affected by the inhabitation, comments on language studying and progress monitor. The recognition methods of foreign students in colleges in Shanghai and Nanjing areas appear obvious passivity and excessive monitoring, leading to their low consciousness and poor ability of actively communicating in Chinese.
Fourthly, we have assessed the influences of language studying orientation and social support on the WTC of foreign students in Chinese. Research has shown:
1. Among working, studying scores, knowledge, traveling and friendship, working and studying scores are the two subjects that have the closest relation with the foreign students' WTC in Chinese, and appear positive correlation with the WTC.
2. In the analysis on WTC and social support, supports from parents, siblings and teachers appear positive correlation with the foreign students' WTC in Chinese, and have positive predictive function on the WTC. In other words, support from family and teacher is the strong power to promote WTC in Chinese of the foreign students. As a result, in order to transfer the foreign students' high and potential WTC to more opportunities of practicing Chinese and to simplify the progress of Chinese studying, social support shall be obtained as much as possible.
On the basis of qualitative and quantitative researches, the article has put forward that the cultivation on the foreign students' WTC is the primary target of teaching Chinese as a foreign language. According to the task-oriented characteristics of foreign students, the article suggests that in order to transfer relatively high and potential WTC in Chinese of the foreign students to activities in reality, we need to carry on task-based teaching method and take the learners as our focus.
为了验证上述假设及回答以上研究的问题,我们采用了定性和定量相结合的方法。来自沪宁七所高校的210名留学生参加了定量研究。本研究设计的课内外汉语交际意愿调查表包括五个部分：(1)背景问卷,(2)课外汉语交际意愿量表,(3)课内汉语交际意愿量表,(4)语言学习取向调查表,(5)社会支持调查表。定性研究使用了开放式及封闭式问题、半结构访谈提纲及聚焦写作。
本研究主要发现总结如下：
首先,210份问卷调查反映出沪宁留学生课内外汉语交际意愿的现状为：两地高校留学生的汉语交际意愿值比较高,介于“可能愿意”和“肯定愿意"之间；上海高校留学生的汉语交际意愿略高于南京；课外汉语交际意愿高于课内,但差异微小。汉语口语水平、焦虑或害怕这两项因素是影响留学生课内外汉语交际意愿最重要的因素。
其次,问卷反映出来的留学生较高的汉语交际意愿和我们在现实中观察到的现象有很大出入。现实中留学生使用汉语主动与他人进行交际活动并不总是经常发生,大部分留学生不具备主动与他人交际的意愿。这种客观与主观的矛盾恰恰反映出交际意愿是一种心理上的虚拟的意愿,而非现实的交际活动,要想将这种虚拟的意愿转变为实际的交际活动,要靠人为的干预,这种干预就是要在对外汉语课堂上采取任务型教学法。
第三,定量和定性研究结果表明,心理、情境及特质因素对留学生课堂内外汉语交际意愿产生直接或间接影响。通过回归分析,我们考察了客观背景变量、主观情感变量和情境变量与汉语交际意愿的内部关系,研究证实：
1.客观背景变量是影响留学生汉语交际意愿的外在因素。性别、国籍、专业、学历对留学生的汉语交际意愿无显著影响；年级对留学生的汉语交际意愿具有显著影响,并呈现负相关,高年级组的留学生内部汉语交际意愿的差异性较大,我们认为,这一现象与中高级水平的学习者处于学习的“高原期”有关。
2.情感变量是影响留学生汉语交际意愿的内在因素。通过考察动机、交际能力的自我评价、焦虑、语言态度和汉语口语水平的自我评价五项情感变量与留学生汉语交际意愿之间的相关性,我们发现：五项情感变量均与留学生的汉语交际意愿显著相关,其中动机、语言态度和汉语水平的自我评价均与课内外汉语交际意愿存在正相关的关系,这三项变量在一定程度上对交际意愿具有正预测力。影响课内和课外的情感因素对交际意愿的影响力基本一致。因此,帮助学习者建立正确的情感倾向是提高汉语交际意愿的关键所在。
3.交际意愿还受抑制心理、对语言学习的看法和过度监控等因素的影响。沪宁高校留学生的认知方式呈现出明显的被动性与过度监控性,导致他们用汉语进行主动交流的意识与能力较差。
第四、我们评估了语言学习取向和社会支持对留学生汉语交际意愿的影响,研究表明：
1.在工作、学习成绩、知识、旅行和友谊取向中,工作取向和学习成绩取向是与留学生的汉语交际意愿联系最紧密的两个取向,并与交际意愿呈现正相关。
2.在交际意愿与社会支持的分析中,父母、兄弟姐妹和老师的支持与留学生的汉语交际意愿呈现正相关,并对交际意愿有正面的预示作用。换言之,家人和老师的支持是提升留学生汉语交际意愿的强大动力。研究启示为,要将留学生高度的、潜在的交际意愿转化为更多的练习汉语的机会,以简化汉语学习的程序,就要争取尽量多的社会支持。
在定性和定量研究的基础上,本文提出对留学生交际意愿的培养是对外汉语教学的首要目标；根据留学生普遍存在以任务为导向的的学习特点,我们提出,要将留学生较高的、潜在的汉语交际意愿转化为现实中的交际活动,只有开启任务型教学,才能做到真正以学习者为中心。
The article is a empirical study on the WTC in Chinese among foreign students in the colleges from Shanghai and Nanjing areas. Through investigating current situations, characteristics and influential factors of WTC in Chinese among the aforesaid students, we propose that three elements, psychology, situation, and particularity, would directly or indirectly affect their bilingual WTC inside and outside class. Based on such presumption, the study aims at discussing the following three questions:1. Current situations and characteristics of foreign students'WTC inside and outside class;2. Influences of background variables on the WTC of foreign students in Chinese inside and outside class; and3. Main factors on affecting the WTC in Chinese inside and outside class those foreign students can be aware of.
In order to validate the aforesaid presumption and answer the questions above, we have adopted a method combining qualitative with quantitative.210foreign students from7colleges in Shanghai and Nanjing areas participated in the quantitative research. The questionnaire designed in the research for investigating the WTC in Chinese inside and outside class comprises the following five parts:(1) background questionnaire;(2) survey sheet of WTC in Chinese outside class;(3) survey sheet of WTC in Chinese inside class;(4) questionnaire on language studying orientation; and (5) questionnaire on social support. Qualitative research has used open and closed questions, half-structure interview outline and focus writing.
Main findings of this research are concluded as follows:
First of all,210questionnaires have reflected the current situation of WTC in Chinese among foreign students inside and outside class in Shanghai and Nanjing areas:the WTC in Chinese of the foreign students in colleges in the two cities is quite high, between "probably will" and "definitely will"; the WTC in Chinese of the foreign students in Shanghai is slightly higher than Nanjing; the WTC in Chinese outside class is higher than inside class, but the difference is tiny. The two factors including oral Chinese level and anxiety or fear are the most important factors that affect the WTC of foreign students in Chinese inside and outside class.
Secondly, the relatively high WTC of foreign students in Chinese reflected on the questionnaires is quite different from what we observed in reality. We found that it did not occur often that foreign students actively talk in Chinese with others in reality; most of the foreign students do not possess the WTC with others. This kind of objective and subjective conflict exactly shows that the WTC is only psychological willingness instead of real communication activity. Changing such virtue willingness to actual communication activity depends on intervention,this kind of intervention is to adopt the task-based teaching method in teaching Chinese as a foreign langrage.
Thirdly, the quantitative and the qualitative research results have provided that psychology, situation and particularity factors generate direct or indirect influences on the foreign students'WTC in Chinese inside and outside class. Through regression analysis, we have checked the internal relationship between the objective background variable, subjective sentiment variable, situation variable and the WTC in Chinese. The studies have proved:
1. Objective background variable is the external factor that influences the foreign student's WTC in Chinese. In such six objective background variables, gender, nationality, profession and education background have no prominent influences in the foreign student's WTC in Chinese; Grade prominently affects the foreign student's WTC in Chinese, and appears a negative correlation. Senior foreign students show quite large difference in WTC in Chinese internally. We think that such phenomenon is related with the students of medium and high level being in a "plateau period" of studying.
2. Sentiment variable is the internal factor that influences the foreign student's WTC in Chinese. Through investigating the dependency between the five sentiment variables including motivation, self-assessment of communication ability, anxiety, language attitude, self-assessment of oral Chinese level and the foreign student's WTC in Chinese, we have found:all the five sentiment variables are prominently related with the foreign student's WTC in Chinese, in which motivation, language attitude and self-assessment of Chinese level have positive correlation with WTC in Chinese inside and outside class, and this three variables have positive predictive power to the WTC on certain extent. Influences of sentiment factors inside and outside class are basically the same to the WTC. Therefore, the key to improve the WTC in Chinese is to help the student establish correct sentiment inclination.
3. The foreign students' WTC is also affected by the inhabitation, comments on language studying and progress monitor. The recognition methods of foreign students in colleges in Shanghai and Nanjing areas appear obvious passivity and excessive monitoring, leading to their low consciousness and poor ability of actively communicating in Chinese.
Fourthly, we have assessed the influences of language studying orientation and social support on the WTC of foreign students in Chinese. Research has shown:
1. Among working, studying scores, knowledge, traveling and friendship, working and studying scores are the two subjects that have the closest relation with the foreign students' WTC in Chinese, and appear positive correlation with the WTC.
2. In the analysis on WTC and social support, supports from parents, siblings and teachers appear positive correlation with the foreign students' WTC in Chinese, and have positive predictive function on the WTC. In other words, support from family and teacher is the strong power to promote WTC in Chinese of the foreign students. As a result, in order to transfer the foreign students' high and potential WTC to more opportunities of practicing Chinese and to simplify the progress of Chinese studying, social support shall be obtained as much as possible.
On the basis of qualitative and quantitative researches, the article has put forward that the cultivation on the foreign students' WTC is the primary target of teaching Chinese as a foreign language. According to the task-oriented characteristics of foreign students, the article suggests that in order to transfer relatively high and potential WTC in Chinese of the foreign students to activities in reality, we need to carry on task-based teaching method and take the learners as our focus.
引文
Abrams.I.1960.Study Abroad. New Dimensions in Higher Learning Number 6. Washington:GPO.
Aida,Y.1994. Examination of Horwitz, Horwitz and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal,78:155-168.
Ajzen,F.1991. The theory of planned behavior. Behavior PRC Organizational and Humon Decision cesres,50:199-211.
Ajzen,I.1988. Attitudes,Personality and behavior. Chicago:Dorsey Press.
Asker,B.1998. Student reticence and oral testing:a Hong Kong study of willingness to communicate. Communication Research Reports,15(2):162-169.
Baker,S.C. & MacIntyre,P.D.2000. The Role of Gender and Immersion in Communication and Second Language Orientations. Language Learning,50:311-341.
Barraclough,R.A., Christophel,D.M., & McCroskey,J.C.1988. Willingness to Communicate:A cross-cultural investigation. Communication Research Reports,5(2):187-192.
Beatty, M.J.1988. Communication Apprehension as a Determinant of Avoidance. Withdrawal and Performance Anxiety. Communication Quarterly,35:202-217.
Burgoon, J.K.1976. The Unwillingness to communicate scale:development and validation. Communication Monographs,43:60-69.
Cao, Yiqian & Philp, J.2006. International context and willingness to communicate:A comparison of behavior in whole class,group and dyadic interaction. System,34:480-493.
Clement, R., Baker, S.C., & MacIntyre, P.D.2003. Willingness to communicate in a second language:the effect of context,norms,and vitality.Journal of Language and Social Psychology,22:190-209.
Crooks, G.1991. Second Language Speech Production Research:A Methodologically Oriented Review. Studies in Second Language Acquisition,13:113-132.
Day,J.1987. Student Motivation,Academic Validity,and the Summer Language Program Abroad:An Editorial.Modern Langrage Journal,71:261-266.
Donovan,L.A.& MacIntyre,P.D.2004. Age and sex differences in willingness to communicate.communication apprehension,and self-perceived competence.Communication Research Reports,21(40):420-427.
Dornyei,Z.2003. Attitudes,orientations,and motivations in langrage learning:advances in theory,research,and applications. Language Learning,53:30-32.
Ellis,R.1999. The Study of Second Langrage Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Ellis,R.2003.Task-based language learning teaching. Oxford,England:Oxford University Press.
Ellis,R.2004.The Definition and Measurement of Explicit Knowledge.Language Learning,54:227-275.
Ellis,R.2005.Instructed Second Language Acquisition:A Literature Review. New Zealand:Ministry of Education.
Freed,B-1995. Language Learning and Study Abroad. In Barbara Freed(ed.) Second Language Acquisition in a Study Abroad Context:3-34.Amsterdam:John Benjamins.
Freed,B.,Dewey,D.P.,Segalowitz,N.& Halter,R.2004. The Language Contact Profile. Studies in Second Language Acquisition,26:349-356.
Freiermuth,M.2006. Willingness to communicate:can online chat help. International Journal of Applied Linguistics,16:189-212.
Gardner,R.C.1985. Social Psychology and Second Language Learning:The Role of Attitudes and Motivation. London:Edward Arnold.
Gardner,R.C., & MacIntyre,P.D.1993. On the Measurement of Affective Variables in Second Language Learning. Language Learning,43:157-194.
Harley,B.1986. Age in Second Language Acquisition. Clevedon,UK:Multilingual Matters.
Harley,B.1992. Pattern of Second Language Development in French Immersion. Journal of French Langrage Studies,2:159-183.
Harley,B., & Swain,M.1984. The Interlanguage of Immersion Students and Its Implications for Second Language Teaching. In A. Davies,C, Criper,and A. Howatt(eds.), Interlanguage: 291-311. Edinburgh:Edinburgh University Press.
Hashimoto,Y.2002. Motivation and willingness to communicate as predictors of reported L2 use:the Japanese ESL context. Second Language Studies,20:29-70.
Horwitz,E.K.2000. Teachers and Students,Students and Teachers:An Ever-evolving Partnership. Modern Language Journal,84:523-535.
Horwitz,E.K.,Horwitz,M.B.,& Cope,J.1986. Foreign Language Classroom Anxiety. Modern Language Journal,70:125-132.
Horwitz,E.K. & Young,D.J.1991. Language Anxiety:From Theory and Research to Classroom Implications. Englewood Cliffs,NJ:Prentice Hall.
Hoven,D.1997.Improving the Management of Flow of Control in Computer-assisted Listening Comprehension Tasks for Second and Foreign Language Learners. Brisbane:Unpublished doctoral dissertation,University of Queensland.
Kang,S.J.2005.Dynamic emergence of situational willingness to communicate in a second language. System 33:277-292.
Krashen,S.1981. Second Language Acquisition and Second Language Learning. Oxford:Pergamon.
Krashen,S.1982. Principles and Practice in Second Language Learning and Acquisition. Oxford:Pergamon.
Krashen,S.1985. The Input Hypothesis:Issues and Implications. New York:Longman.
Krashen,S.1989. We Acquire Vocabulary and Spelling by Reading:Additional Evidence for the Input Hypothesis. Modern Language Journal,73:440-464.
MacIntyre,P.D.1994.Variables Underlying Willingness to Communicate:A Casual Analysis. Communication Research Reports,11:135-142.
MacIntyre,P.D.1995. How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Language Journal,79:90-99.
MacIntyre,P.D.2007. Willingness to Communicate in the Second Language:Understanding the Decision to Speak as a Volitional Process. Modern Language Journal,91(4)564-576.
MacIntyre,P.D.,Babin,P.A.& C1ement,R.1999.Willingness to communicate:Antecedents and consequences. Communication Quarterly,47:215-229.
MacIntyre,P.D.,Baker,S.C.,Clement,R.& Conrod,S.2001. Willingness to communicate,social support,and language learning orientations of immersion students. Studies in Second Language Acquisition,23:369-388.
MacIntyre,P.D.,Baker,S.C.,Clement,R.& Donovan,L.A.2002. Sex and age effects on willingness to communicate,anxiety,perceived competence,and L2 motivation among junior high school French immersion students. Language Learning,52:537-564.
MacIntyre,P.D.,Baker,S.C.,Clement,R.& Donovan,L.A.2003.Talking in order to learn:willingness to communicate and intensive language programs. The Canadian Modern Language Review,59(4):589-607.
MacIntyre,P.D.& Charos,C.1996. Personality,Attitudes,and Affect as Predictors of Second Language Communication. Journal of Language and Social Psychology,15:3-26.
MacIntyre,P.D.& Clement,R.1996. A Model of Willingness to Communicate in a Second Language:The Concept,Its Antecedents and Implications. Paper Presented at the World Congress of Applied Linguistics(AILA),Finland:Jyvaskyla.
MacIntyre,P.D.& Clement,R.,& Donovan,L.A.2002. Willingness to communicate in the L2 among French immersion students. Paper presented at the Second Language Research Forum, Toronto,Canada.
MacIntyre,P.D.,Clement,R.,Dornyei,Z. & Noels,K.A.1998. Conceptualizing Willingness to Communicate in a L2:A Situational Model of L2 Confidence and Affiliation. Modern Language Journal,82:545-562.
MacIntyre,P.D.& Gardner,R.C.1991.Language Anxiety:Its Relation to Other Anxieties and to Processing in Native and Second Languages. Language Learning,41:513-534.
MacIntyre,P.D.& Gardner,R.C.1994. The subtle Effects of Language Anxiety on Cognitive Processing in the Second Language-Language Learning,44:283-305.
McCroskey,J.C.1977.Oral Communication Apprehension:A Summary of Recent Theory and Research. Human Communication Research,4:78-96.
McCroskey,J.C.1992. Reliability and validity of the willingness to communicate scale. Communication Quarterly,40(1):16-25.
McCroskey,J.C., & Baer,J.E.1985. Willingness to Communicate:The Construct and Its Measurement. Paper presented at the annual convention of the Speech Communication Association, Denver,Colorado.
McCroskey,J.C. & McCroskey,L.L.1986. Communication competence and willingness to communicate.Paper presented at the Speech Communication Association convention,Chicago,IL.
McCroskey,J.C. & Richmond,V.P.1982. Communication apprehension and shyness Conceptual and operational distinctions.Central States Speech Journal,33:458-468.
McCroskey,J.C. & Richmond,V.P.1990. Willingness to communicate:differing cultural perspectives.Southern Communication Journal,56:72-77.
McCroskey,J.C. & Richmond,V.P.1991. Willingness to Communicate:A Cognitive View. Journal of Social Behaviour and Personality,5:29-37.
Richard D.Brecht.2010.A Framework for Discussing the Uniqueness of In-country Language Learning.《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
Swain,M.1985.Communicative Competence:Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In S. Gass and C. Madden(eds.), Input in Second Language Acquisition:235-253. Rowley,MA:Newbury House.
Swain,M.1995.Three Functions of Output in Second Language Learning. In G. Cook and B.Seildlhofer(eds.),Principles and Practice in Applied Linguistics:Studies in Honor of H.G. Widdowson:125-144. Oxford:Oxford University Press.
Swain,M.1998.Focus on Form through Conscious Reflection. In C. Doughty and J. Williams(eds.),Focus on Form in Classroom Second Language Acquisition:64-81.New York:Cambridge University Press.
Wen,W.P.& Clement,R.2003. A Chinese conceptualization of willingness to communicate in ESL. Language,Culture and Curriculum,16:18-38.
Yashima,T.2002. Willingness to communicate in a second language:the Japanese EFL context. Modern Language Journal,86:54-66.
Zakahi,W. & McCroskey,J.1989. Willingness to communicate:A potential confounding variable in communication research. Communication Reports,2:96-104.
巴迪迪王林2007《中国大学生英语交际意愿调查及分析》,《科技信息》第26期。
白云玲2007《英语与非英语专业学生交际意愿对比研究》,山东农业大学硕士学位论文。
曹蕻2011《英语专业学生课堂英语口语交际意愿研究》,《四川教育学院学报》第1期。
曹惠 刘燕2010《非英语专业学生交际意愿缺失与外语学习焦虑研究》,《重庆科技学院学报(社会科学版)》第8期。
曹贤文、吴淮南2002《留学生的几项个体差异变量与学习成就的相关分析》,《暨南大学华文学院学报》第3期。
陈成文、潘泽泉2000《论社会支持的社会学意义》,《湖南师范大学社会科学学报》第6期。
陈天序2010《基于学期测试结果的来华留学生个体差异研究》,《语言教学与研究》第4期。
陈薇 樊葳葳2005《中国大学生交流意愿与内外因素的相关性研究》,《外语教育》第2期。
陈小荷2000《语言研究中的统计方法》,北京语言文化大学出版社。
陈晓桦2007《目的语环境中有效课外汉语学习研究》,《云南师范大学学报(对外汉语教学与研究版)》第1期。
陈莹2007《交际意愿、社会支持以及语言学习取向调查》,《忻州师范学院学报》第6期。
陈郁2000《对东西方学生学习动机及相关因素的调查与分析》,《语言与文化论丛》(第二辑),华语教学出版社。
程虹娟、张春和2004《大学生社会支持的研究综述》,《成都理工大学学报(社会科学版)》第1期。
崔成玉2011《二语交际意愿的影响因素》,《重庆科技学院学报(社会科学版)》第1期。
戴曼纯2000《情感因素及其界定——读J.Arnold(ed.)<语言学习中的情感因素>》,《外语教学与研究》第6期。
戴炜栋、束定芳1994《试论影响外语习得的若干重要因素》,《外国语》第5期。
丁锦红、王净2000《在校大学生社会支持状况研究》,《首都师范大学学报(社会科学版)》第1期。
段沫2010《基于需求分析的任务型教学研究》,上海师范大学博士学位论文。
樊春燕2006《关于中国非英语专业大一学生交际意愿的研究》,广东外语外贸大学硕士学位论文。
冯明2007《社区服务辅助中文教学——培养语言交际能力的新领域》,《首届对美汉语教学暨第六届国际汉语教学研讨会论文选萃对美汉语教学论文集》(程爱民主编),外语教学与研究出版社。
付博2011《中级汉语水平的外国留学生学习汉语的策略》,《文学界》(理论版)第5期。
高海洋2001《第二语言习得态度动机研究》,北京语言大学硕士学位论文。
高彦得、李国强、郭旭1993《外国人学习与使用汉语情况调查研究报告》,北京语言学院出版社。
葛晓亮2011《社会支持与大学生焦虑水平相关的研究》,《科教导刊》第10期。
耿晓云2007《第二语言习得过程中困难因素之浅析》,《昆明理工大学学报(社会科学版)》第2期。
郭建业2007《外语学习者自主学习能力与个体差异的相关性研究》,上海师范大学硕士学位论文。
顾绮一2005《隐性知识、显性知识及其接口之争》,《外语教学》第6期。
桂诗春1985《心理语言学》,上海外语教育出版社。——2000《新编心理语言学》,上海外语教育出版社。
何安娜2010《异质文化的适应过程存在“蜜月期”吗?——以初到中国的外国留学生为例》,《南京社会科学》第12期。
贺寨平2001《国外社会支持网研究综述》,《国外社会科学》第1期。
贾雪宁2009《影响英语课堂口语交际意愿的因素调查与分析》,《重庆科技学院学报(社会科学版)》第1期。
江新1999《第二语言习得的研究方法》,《语言文字应用》第2期。
——1999《第二语言学习的语言能力倾向》,《世界汉语教学》第4期。
——2000《汉语作为第二语言学习策略初探》,《语言教学与研究》第1期。
荆晶2010《交际意愿述评》,《海外英语》第12期。
李坤珊2008《留学生在华汉语教育初探——汉语作为第二语言习得研究》,北京大学出版社。
李林郑玉琪2009《对非英语专业大学生英语交流意愿的实证研究》,《东南大学学报(哲学社会科学版)》第11卷增刊。
李泉2003《论第二语言教材评估》,《汉语研究与应用》(第一辑),中国社会科学出版社。
——2004《论对外汉语教材的针对性》,《世界汉语教学》第2期。
李晓亮1996《对外汉语教材的几个问题》,《世界汉语教学》第4期。
李玉军2006《留学生课外语言实践过程中的几个问题》,《暨南大学华文学院学报》第4期。
林敏、吴勇毅2006《对外汉语教材评估：学习者的视角》,《汉语研究与应用》(第四辑),中国社会科学出版社。
凌霄、杨菀春2012《什么是社会支持减少论?》,《群文天地》第2期。
刘春梅、刘刚2007《大学生社会支持系统发展特点的研究》,《教育探索》第5期。
刘红2010《非英语专业学生课堂内外交际意愿研究——以漳州师范学院为个案》,《漳州师范学院学报(哲学社会科学版)》第4期。
刘圣明2002《中国学生的英语交际意愿》,《零陵学院学报》第3期。
刘殉2002《对外汉语教育学引论》,北京语言大学出版社。2005《对外汉语教育学科初探》,外语教学与研究出版社。
刘迎春2006《关于情感因素对第二语言习得影响的研究》,吉林大学硕士学位论文。
卢纹岱2004《SPSS for Windows统计分析》(第2版),北京：电子工业出版社。
卢国显2005《中西方社会距离的研究综述》,《学海》第5期。
吕必松1987《汉语作为外语教学的实践性原则》,《对外汉语教学探索》(吕必松主编),华语教学出版社。
——2005《语言教育与对外汉语教学》,外语教育与研究出版社。
牧之筠2010《语言誓约的执行：是否为可行的使命》,《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
倪传斌2006《汉语作为外语的需求分析》,河海大学出版社。
彭剑娥2007《大学生英语交际意愿的多元变量研究》,《外国语言文学》第4期。
——2007《医学生英语交际意愿与英语课堂焦虑的关系研究》,《西北医学教育》第2期。
——2008《文化视觉下大学生英语交际意愿的实证研究》,《语言教学与研究》第6期。
钱旭菁1999《外国留学生学习汉语时的焦虑》,《中国对外汉语教学学会第六次学术讨论会论文选》(中国对外汉语教学学会编),华语教学出版社。
施家炜2000《跨文化交际意识与第二语言习得研究》,《世界汉语教学》第3期。
——2004《成人第二语言习得过程中个体因素与习得效果的相关研究》,载《第七届国际汉语与教学讨论会论文选》,北京大学出版社。
——2006《国内汉语第二语言习得研究二十年》,《语言教学与研究》第1期。
石林平张东红2010《大学英语教学中跨文化交际意愿的现状及教学对策——以兰州城市学院为例》,《甘肃高师学报》第1期。
——2010《大学生跨文化交际意愿的现状分析——以兰州城市学院为例》,《河西学院学报》第1期。
石运章2008《中国外语学习者课堂内外英语交际意愿研究》,山东大学博士学位论文。
唐蕾霍红2006《交际自信、交流意愿和二语使用的关系研究》,《扬州大学学报(高教研究版)》第6期。
田慧婷2009《留学生中级阶段汉语口语瓶颈期成因及对策》,《考试周刊》第10期。
王德春1995《社会心理语言学》,上海：上海外语教育出版社。
王佶旻2007《初级阶段留学生个体背景因素与口语测验表现的关系》,《汉语学习》第5期。
王建勤1997《汉语作为第二语言的习得研究》,北京语言文化大学出版社。
——2006《汉语作为第二语言的学习者与汉语认知研究》,商务印书馆。
——2006《汉语作为第二语言的学习者习得过程研究》,商务印书馆。
——2006《汉语作为第二语言的学习者语言系统研究》,商务印书馆。
王磊2008《任务型教学法运用于汉语“第二课堂”的探索》,《北京高校来华留学生教育研究》(贺向民主编),北京语言大学出版社。
王文虎1988《对外汉语教学中的环境利用》,《世界汉语教学》第3期。
王雪梅2006《EFL学习者语言能力、语用能力、性别差异研究及其教学启示》,《外国语言文学》第1期。
王学松2001《来华日本留学生汉语学习情况调查》,《语言文字应用》第4期。
王寅2009《国外神经科学最新发现对语言体验性的论证——十六论语言的体验性：模拟论语义学》,《外语教学》第3期。
王毓珍2002《论第二语言习得中的性格因素——内向与外向》,福建师范大学硕士学位论文。
温晓虹2008《汉语作为外语的习得研究》,北京大学出版社。
文秋芳1995《英语学习成功者与不成功者在方法上的差异》,《外语教学与研究》第3期。
文秋芳、王立非2004《影响外语学习策略系统运行的各种因素评述》,《外语与外语教学》第9期。
吴丽林2005《内/外性格倾向优秀语言学习者学习策略运用研究》,《外语学刊》第2期。
吴旭东2008《中国学生外语学习环境下的口头交际能力自评与交际意愿》,《现代外语(季刊)》第3期。
吴勇毅2002《我们真的以学生为中心了吗?》,《对外汉语论丛》(2),竟成主编,上海外
语教育出版社。
——2007《不同环境下的外国人汉语学习策略研究》,上海师范大学博士学位论文。
——2008《意大利学生汉语口语学习策略使用的个案研究》,《世界汉语教学》第4期。
吴勇毅、陈钰2005《成功的汉语学习者的学习策略分析》,《对外汉语教学的全方位探索》,赵金铭主编,商务印书馆。
吴庄文卫平2009《英语专业本科生的第二语言交际意愿——社会环境、动机指向、性格与情感意识的影响》,《外语教学理论与实践》第1期。
——2009《汉语交际意愿等社会心理因素对日本留学生汉语使用频率的影响》,《暨南大学华文学院学报(华文教学与研究)》第4期。
肖昊2012《教育发展社会支持系统的几个理论问题》,《当代经济》第4期。
谢谋2001《对来华留学生语言学习环境的分析与研究》,《中国高教研究》第8期。
辛燕清2006《中国英语学习者课堂环境下交际意愿调查》,广东外语外贸大学硕士学位论文。
徐大明2006《语言变异与变化》,上海教育出版社。
——2007《社会语言学研究》,上海人民出版社。
印京华2008《美国大学生到中国留学的文化适应问题》,《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
杨军红2005《来华留学生跨文化适应问题研究》,华东师范大学博士学位论文。
杨连瑞2007《二语习得研究与中国外语教学》,上海外语教育出版社。
叶丽华2007《英语学习中的性别差异及其对教学的启示》,《教学与管理》第9期。
尹雪梅吴庄2008《二十年来交际意愿研究述评》,《湘潭大学学报(哲学社会科学版)》第5期。
余建英何旭宏2007《数据统计分析与SPSS应用》,人民邮电出版社。
余卫华林明红2004《穗港高校学生英语交际意愿对比研究》,《外语教学与研究》第3期。
张崇富1999《语言环境与第二语言获得》,《世界汉语教学》第3期。
张红2006《体验汉语·商务》,高等教育出版社。
张莉2001《留学生汉语学习焦虑感与口语流利性关系初探》,《语言文字应用》第3期。
张莉、王飙2002《留学生汉语焦虑感与成绩相关分析及教学对策》,《语言教学与研究》第1期。
张露茜张静2011《大学生英语交际意愿与动机之研究》,《长春教育学院学报》第1期。
章吟2010《学习者差异：留学背景下的中文交际》,《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
赵金铭1998《论对外汉语教材评估》,《语言教学与研究》第3期。
赵金坡2011《新世纪以来我国来华留学生教育发展状况、分析及展望》,《高教探索》第1期。
郑军2010《在宁留学生课外汉语使用情况及影响因素调查研究》,南京大学博士学位论文。
周林刚、冯建华2005《社会支持理论——一个文献的回顾》,《广西师范学院学报(哲学社会科学版)》第3期。
朱曼殊1990《心理语言学》,上海：华东师范大学出版社。
Aida,Y.1994. Examination of Horwitz, Horwitz and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal,78:155-168.
Ajzen,F.1991. The theory of planned behavior. Behavior PRC Organizational and Humon Decision cesres,50:199-211.
Ajzen,I.1988. Attitudes,Personality and behavior. Chicago:Dorsey Press.
Asker,B.1998. Student reticence and oral testing:a Hong Kong study of willingness to communicate. Communication Research Reports,15(2):162-169.
Baker,S.C. & MacIntyre,P.D.2000. The Role of Gender and Immersion in Communication and Second Language Orientations. Language Learning,50:311-341.
Barraclough,R.A., Christophel,D.M., & McCroskey,J.C.1988. Willingness to Communicate:A cross-cultural investigation. Communication Research Reports,5(2):187-192.
Beatty, M.J.1988. Communication Apprehension as a Determinant of Avoidance. Withdrawal and Performance Anxiety. Communication Quarterly,35:202-217.
Burgoon, J.K.1976. The Unwillingness to communicate scale:development and validation. Communication Monographs,43:60-69.
Cao, Yiqian & Philp, J.2006. International context and willingness to communicate:A comparison of behavior in whole class,group and dyadic interaction. System,34:480-493.
Clement, R., Baker, S.C., & MacIntyre, P.D.2003. Willingness to communicate in a second language:the effect of context,norms,and vitality.Journal of Language and Social Psychology,22:190-209.
Crooks, G.1991. Second Language Speech Production Research:A Methodologically Oriented Review. Studies in Second Language Acquisition,13:113-132.
Day,J.1987. Student Motivation,Academic Validity,and the Summer Language Program Abroad:An Editorial.Modern Langrage Journal,71:261-266.
Donovan,L.A.& MacIntyre,P.D.2004. Age and sex differences in willingness to communicate.communication apprehension,and self-perceived competence.Communication Research Reports,21(40):420-427.
Dornyei,Z.2003. Attitudes,orientations,and motivations in langrage learning:advances in theory,research,and applications. Language Learning,53:30-32.
Ellis,R.1999. The Study of Second Langrage Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Ellis,R.2003.Task-based language learning teaching. Oxford,England:Oxford University Press.
Ellis,R.2004.The Definition and Measurement of Explicit Knowledge.Language Learning,54:227-275.
Ellis,R.2005.Instructed Second Language Acquisition:A Literature Review. New Zealand:Ministry of Education.
Freed,B-1995. Language Learning and Study Abroad. In Barbara Freed(ed.) Second Language Acquisition in a Study Abroad Context:3-34.Amsterdam:John Benjamins.
Freed,B.,Dewey,D.P.,Segalowitz,N.& Halter,R.2004. The Language Contact Profile. Studies in Second Language Acquisition,26:349-356.
Freiermuth,M.2006. Willingness to communicate:can online chat help. International Journal of Applied Linguistics,16:189-212.
Gardner,R.C.1985. Social Psychology and Second Language Learning:The Role of Attitudes and Motivation. London:Edward Arnold.
Gardner,R.C., & MacIntyre,P.D.1993. On the Measurement of Affective Variables in Second Language Learning. Language Learning,43:157-194.
Harley,B.1986. Age in Second Language Acquisition. Clevedon,UK:Multilingual Matters.
Harley,B.1992. Pattern of Second Language Development in French Immersion. Journal of French Langrage Studies,2:159-183.
Harley,B., & Swain,M.1984. The Interlanguage of Immersion Students and Its Implications for Second Language Teaching. In A. Davies,C, Criper,and A. Howatt(eds.), Interlanguage: 291-311. Edinburgh:Edinburgh University Press.
Hashimoto,Y.2002. Motivation and willingness to communicate as predictors of reported L2 use:the Japanese ESL context. Second Language Studies,20:29-70.
Horwitz,E.K.2000. Teachers and Students,Students and Teachers:An Ever-evolving Partnership. Modern Language Journal,84:523-535.
Horwitz,E.K.,Horwitz,M.B.,& Cope,J.1986. Foreign Language Classroom Anxiety. Modern Language Journal,70:125-132.
Horwitz,E.K. & Young,D.J.1991. Language Anxiety:From Theory and Research to Classroom Implications. Englewood Cliffs,NJ:Prentice Hall.
Hoven,D.1997.Improving the Management of Flow of Control in Computer-assisted Listening Comprehension Tasks for Second and Foreign Language Learners. Brisbane:Unpublished doctoral dissertation,University of Queensland.
Kang,S.J.2005.Dynamic emergence of situational willingness to communicate in a second language. System 33:277-292.
Krashen,S.1981. Second Language Acquisition and Second Language Learning. Oxford:Pergamon.
Krashen,S.1982. Principles and Practice in Second Language Learning and Acquisition. Oxford:Pergamon.
Krashen,S.1985. The Input Hypothesis:Issues and Implications. New York:Longman.
Krashen,S.1989. We Acquire Vocabulary and Spelling by Reading:Additional Evidence for the Input Hypothesis. Modern Language Journal,73:440-464.
MacIntyre,P.D.1994.Variables Underlying Willingness to Communicate:A Casual Analysis. Communication Research Reports,11:135-142.
MacIntyre,P.D.1995. How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Language Journal,79:90-99.
MacIntyre,P.D.2007. Willingness to Communicate in the Second Language:Understanding the Decision to Speak as a Volitional Process. Modern Language Journal,91(4)564-576.
MacIntyre,P.D.,Babin,P.A.& C1ement,R.1999.Willingness to communicate:Antecedents and consequences. Communication Quarterly,47:215-229.
MacIntyre,P.D.,Baker,S.C.,Clement,R.& Conrod,S.2001. Willingness to communicate,social support,and language learning orientations of immersion students. Studies in Second Language Acquisition,23:369-388.
MacIntyre,P.D.,Baker,S.C.,Clement,R.& Donovan,L.A.2002. Sex and age effects on willingness to communicate,anxiety,perceived competence,and L2 motivation among junior high school French immersion students. Language Learning,52:537-564.
MacIntyre,P.D.,Baker,S.C.,Clement,R.& Donovan,L.A.2003.Talking in order to learn:willingness to communicate and intensive language programs. The Canadian Modern Language Review,59(4):589-607.
MacIntyre,P.D.& Charos,C.1996. Personality,Attitudes,and Affect as Predictors of Second Language Communication. Journal of Language and Social Psychology,15:3-26.
MacIntyre,P.D.& Clement,R.1996. A Model of Willingness to Communicate in a Second Language:The Concept,Its Antecedents and Implications. Paper Presented at the World Congress of Applied Linguistics(AILA),Finland:Jyvaskyla.
MacIntyre,P.D.& Clement,R.,& Donovan,L.A.2002. Willingness to communicate in the L2 among French immersion students. Paper presented at the Second Language Research Forum, Toronto,Canada.
MacIntyre,P.D.,Clement,R.,Dornyei,Z. & Noels,K.A.1998. Conceptualizing Willingness to Communicate in a L2:A Situational Model of L2 Confidence and Affiliation. Modern Language Journal,82:545-562.
MacIntyre,P.D.& Gardner,R.C.1991.Language Anxiety:Its Relation to Other Anxieties and to Processing in Native and Second Languages. Language Learning,41:513-534.
MacIntyre,P.D.& Gardner,R.C.1994. The subtle Effects of Language Anxiety on Cognitive Processing in the Second Language-Language Learning,44:283-305.
McCroskey,J.C.1977.Oral Communication Apprehension:A Summary of Recent Theory and Research. Human Communication Research,4:78-96.
McCroskey,J.C.1992. Reliability and validity of the willingness to communicate scale. Communication Quarterly,40(1):16-25.
McCroskey,J.C., & Baer,J.E.1985. Willingness to Communicate:The Construct and Its Measurement. Paper presented at the annual convention of the Speech Communication Association, Denver,Colorado.
McCroskey,J.C. & McCroskey,L.L.1986. Communication competence and willingness to communicate.Paper presented at the Speech Communication Association convention,Chicago,IL.
McCroskey,J.C. & Richmond,V.P.1982. Communication apprehension and shyness Conceptual and operational distinctions.Central States Speech Journal,33:458-468.
McCroskey,J.C. & Richmond,V.P.1990. Willingness to communicate:differing cultural perspectives.Southern Communication Journal,56:72-77.
McCroskey,J.C. & Richmond,V.P.1991. Willingness to Communicate:A Cognitive View. Journal of Social Behaviour and Personality,5:29-37.
Richard D.Brecht.2010.A Framework for Discussing the Uniqueness of In-country Language Learning.《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
Swain,M.1985.Communicative Competence:Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In S. Gass and C. Madden(eds.), Input in Second Language Acquisition:235-253. Rowley,MA:Newbury House.
Swain,M.1995.Three Functions of Output in Second Language Learning. In G. Cook and B.Seildlhofer(eds.),Principles and Practice in Applied Linguistics:Studies in Honor of H.G. Widdowson:125-144. Oxford:Oxford University Press.
Swain,M.1998.Focus on Form through Conscious Reflection. In C. Doughty and J. Williams(eds.),Focus on Form in Classroom Second Language Acquisition:64-81.New York:Cambridge University Press.
Wen,W.P.& Clement,R.2003. A Chinese conceptualization of willingness to communicate in ESL. Language,Culture and Curriculum,16:18-38.
Yashima,T.2002. Willingness to communicate in a second language:the Japanese EFL context. Modern Language Journal,86:54-66.
Zakahi,W. & McCroskey,J.1989. Willingness to communicate:A potential confounding variable in communication research. Communication Reports,2:96-104.
巴迪迪王林2007《中国大学生英语交际意愿调查及分析》,《科技信息》第26期。
白云玲2007《英语与非英语专业学生交际意愿对比研究》,山东农业大学硕士学位论文。
曹蕻2011《英语专业学生课堂英语口语交际意愿研究》,《四川教育学院学报》第1期。
曹惠 刘燕2010《非英语专业学生交际意愿缺失与外语学习焦虑研究》,《重庆科技学院学报(社会科学版)》第8期。
曹贤文、吴淮南2002《留学生的几项个体差异变量与学习成就的相关分析》,《暨南大学华文学院学报》第3期。
陈成文、潘泽泉2000《论社会支持的社会学意义》,《湖南师范大学社会科学学报》第6期。
陈天序2010《基于学期测试结果的来华留学生个体差异研究》,《语言教学与研究》第4期。
陈薇 樊葳葳2005《中国大学生交流意愿与内外因素的相关性研究》,《外语教育》第2期。
陈小荷2000《语言研究中的统计方法》,北京语言文化大学出版社。
陈晓桦2007《目的语环境中有效课外汉语学习研究》,《云南师范大学学报(对外汉语教学与研究版)》第1期。
陈莹2007《交际意愿、社会支持以及语言学习取向调查》,《忻州师范学院学报》第6期。
陈郁2000《对东西方学生学习动机及相关因素的调查与分析》,《语言与文化论丛》(第二辑),华语教学出版社。
程虹娟、张春和2004《大学生社会支持的研究综述》,《成都理工大学学报(社会科学版)》第1期。
崔成玉2011《二语交际意愿的影响因素》,《重庆科技学院学报(社会科学版)》第1期。
戴曼纯2000《情感因素及其界定——读J.Arnold(ed.)<语言学习中的情感因素>》,《外语教学与研究》第6期。
戴炜栋、束定芳1994《试论影响外语习得的若干重要因素》,《外国语》第5期。
丁锦红、王净2000《在校大学生社会支持状况研究》,《首都师范大学学报(社会科学版)》第1期。
段沫2010《基于需求分析的任务型教学研究》,上海师范大学博士学位论文。
樊春燕2006《关于中国非英语专业大一学生交际意愿的研究》,广东外语外贸大学硕士学位论文。
冯明2007《社区服务辅助中文教学——培养语言交际能力的新领域》,《首届对美汉语教学暨第六届国际汉语教学研讨会论文选萃对美汉语教学论文集》(程爱民主编),外语教学与研究出版社。
付博2011《中级汉语水平的外国留学生学习汉语的策略》,《文学界》(理论版)第5期。
高海洋2001《第二语言习得态度动机研究》,北京语言大学硕士学位论文。
高彦得、李国强、郭旭1993《外国人学习与使用汉语情况调查研究报告》,北京语言学院出版社。
葛晓亮2011《社会支持与大学生焦虑水平相关的研究》,《科教导刊》第10期。
耿晓云2007《第二语言习得过程中困难因素之浅析》,《昆明理工大学学报(社会科学版)》第2期。
郭建业2007《外语学习者自主学习能力与个体差异的相关性研究》,上海师范大学硕士学位论文。
顾绮一2005《隐性知识、显性知识及其接口之争》,《外语教学》第6期。
桂诗春1985《心理语言学》,上海外语教育出版社。——2000《新编心理语言学》,上海外语教育出版社。
何安娜2010《异质文化的适应过程存在“蜜月期”吗?——以初到中国的外国留学生为例》,《南京社会科学》第12期。
贺寨平2001《国外社会支持网研究综述》,《国外社会科学》第1期。
贾雪宁2009《影响英语课堂口语交际意愿的因素调查与分析》,《重庆科技学院学报(社会科学版)》第1期。
江新1999《第二语言习得的研究方法》,《语言文字应用》第2期。
——1999《第二语言学习的语言能力倾向》,《世界汉语教学》第4期。
——2000《汉语作为第二语言学习策略初探》,《语言教学与研究》第1期。
荆晶2010《交际意愿述评》,《海外英语》第12期。
李坤珊2008《留学生在华汉语教育初探——汉语作为第二语言习得研究》,北京大学出版社。
李林郑玉琪2009《对非英语专业大学生英语交流意愿的实证研究》,《东南大学学报(哲学社会科学版)》第11卷增刊。
李泉2003《论第二语言教材评估》,《汉语研究与应用》(第一辑),中国社会科学出版社。
——2004《论对外汉语教材的针对性》,《世界汉语教学》第2期。
李晓亮1996《对外汉语教材的几个问题》,《世界汉语教学》第4期。
李玉军2006《留学生课外语言实践过程中的几个问题》,《暨南大学华文学院学报》第4期。
林敏、吴勇毅2006《对外汉语教材评估：学习者的视角》,《汉语研究与应用》(第四辑),中国社会科学出版社。
凌霄、杨菀春2012《什么是社会支持减少论?》,《群文天地》第2期。
刘春梅、刘刚2007《大学生社会支持系统发展特点的研究》,《教育探索》第5期。
刘红2010《非英语专业学生课堂内外交际意愿研究——以漳州师范学院为个案》,《漳州师范学院学报(哲学社会科学版)》第4期。
刘圣明2002《中国学生的英语交际意愿》,《零陵学院学报》第3期。
刘殉2002《对外汉语教育学引论》,北京语言大学出版社。2005《对外汉语教育学科初探》,外语教学与研究出版社。
刘迎春2006《关于情感因素对第二语言习得影响的研究》,吉林大学硕士学位论文。
卢纹岱2004《SPSS for Windows统计分析》(第2版),北京：电子工业出版社。
卢国显2005《中西方社会距离的研究综述》,《学海》第5期。
吕必松1987《汉语作为外语教学的实践性原则》,《对外汉语教学探索》(吕必松主编),华语教学出版社。
——2005《语言教育与对外汉语教学》,外语教育与研究出版社。
牧之筠2010《语言誓约的执行：是否为可行的使命》,《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
倪传斌2006《汉语作为外语的需求分析》,河海大学出版社。
彭剑娥2007《大学生英语交际意愿的多元变量研究》,《外国语言文学》第4期。
——2007《医学生英语交际意愿与英语课堂焦虑的关系研究》,《西北医学教育》第2期。
——2008《文化视觉下大学生英语交际意愿的实证研究》,《语言教学与研究》第6期。
钱旭菁1999《外国留学生学习汉语时的焦虑》,《中国对外汉语教学学会第六次学术讨论会论文选》(中国对外汉语教学学会编),华语教学出版社。
施家炜2000《跨文化交际意识与第二语言习得研究》,《世界汉语教学》第3期。
——2004《成人第二语言习得过程中个体因素与习得效果的相关研究》,载《第七届国际汉语与教学讨论会论文选》,北京大学出版社。
——2006《国内汉语第二语言习得研究二十年》,《语言教学与研究》第1期。
石林平张东红2010《大学英语教学中跨文化交际意愿的现状及教学对策——以兰州城市学院为例》,《甘肃高师学报》第1期。
——2010《大学生跨文化交际意愿的现状分析——以兰州城市学院为例》,《河西学院学报》第1期。
石运章2008《中国外语学习者课堂内外英语交际意愿研究》,山东大学博士学位论文。
唐蕾霍红2006《交际自信、交流意愿和二语使用的关系研究》,《扬州大学学报(高教研究版)》第6期。
田慧婷2009《留学生中级阶段汉语口语瓶颈期成因及对策》,《考试周刊》第10期。
王德春1995《社会心理语言学》,上海：上海外语教育出版社。
王佶旻2007《初级阶段留学生个体背景因素与口语测验表现的关系》,《汉语学习》第5期。
王建勤1997《汉语作为第二语言的习得研究》,北京语言文化大学出版社。
——2006《汉语作为第二语言的学习者与汉语认知研究》,商务印书馆。
——2006《汉语作为第二语言的学习者习得过程研究》,商务印书馆。
——2006《汉语作为第二语言的学习者语言系统研究》,商务印书馆。
王磊2008《任务型教学法运用于汉语“第二课堂”的探索》,《北京高校来华留学生教育研究》(贺向民主编),北京语言大学出版社。
王文虎1988《对外汉语教学中的环境利用》,《世界汉语教学》第3期。
王雪梅2006《EFL学习者语言能力、语用能力、性别差异研究及其教学启示》,《外国语言文学》第1期。
王学松2001《来华日本留学生汉语学习情况调查》,《语言文字应用》第4期。
王寅2009《国外神经科学最新发现对语言体验性的论证——十六论语言的体验性：模拟论语义学》,《外语教学》第3期。
王毓珍2002《论第二语言习得中的性格因素——内向与外向》,福建师范大学硕士学位论文。
温晓虹2008《汉语作为外语的习得研究》,北京大学出版社。
文秋芳1995《英语学习成功者与不成功者在方法上的差异》,《外语教学与研究》第3期。
文秋芳、王立非2004《影响外语学习策略系统运行的各种因素评述》,《外语与外语教学》第9期。
吴丽林2005《内/外性格倾向优秀语言学习者学习策略运用研究》,《外语学刊》第2期。
吴旭东2008《中国学生外语学习环境下的口头交际能力自评与交际意愿》,《现代外语(季刊)》第3期。
吴勇毅2002《我们真的以学生为中心了吗?》,《对外汉语论丛》(2),竟成主编,上海外
语教育出版社。
——2007《不同环境下的外国人汉语学习策略研究》,上海师范大学博士学位论文。
——2008《意大利学生汉语口语学习策略使用的个案研究》,《世界汉语教学》第4期。
吴勇毅、陈钰2005《成功的汉语学习者的学习策略分析》,《对外汉语教学的全方位探索》,赵金铭主编,商务印书馆。
吴庄文卫平2009《英语专业本科生的第二语言交际意愿——社会环境、动机指向、性格与情感意识的影响》,《外语教学理论与实践》第1期。
——2009《汉语交际意愿等社会心理因素对日本留学生汉语使用频率的影响》,《暨南大学华文学院学报(华文教学与研究)》第4期。
肖昊2012《教育发展社会支持系统的几个理论问题》,《当代经济》第4期。
谢谋2001《对来华留学生语言学习环境的分析与研究》,《中国高教研究》第8期。
辛燕清2006《中国英语学习者课堂环境下交际意愿调查》,广东外语外贸大学硕士学位论文。
徐大明2006《语言变异与变化》,上海教育出版社。
——2007《社会语言学研究》,上海人民出版社。
印京华2008《美国大学生到中国留学的文化适应问题》,《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
杨军红2005《来华留学生跨文化适应问题研究》,华东师范大学博士学位论文。
杨连瑞2007《二语习得研究与中国外语教学》,上海外语教育出版社。
叶丽华2007《英语学习中的性别差异及其对教学的启示》,《教学与管理》第9期。
尹雪梅吴庄2008《二十年来交际意愿研究述评》,《湘潭大学学报(哲学社会科学版)》第5期。
余建英何旭宏2007《数据统计分析与SPSS应用》,人民邮电出版社。
余卫华林明红2004《穗港高校学生英语交际意愿对比研究》,《外语教学与研究》第3期。
张崇富1999《语言环境与第二语言获得》,《世界汉语教学》第3期。
张红2006《体验汉语·商务》,高等教育出版社。
张莉2001《留学生汉语学习焦虑感与口语流利性关系初探》,《语言文字应用》第3期。
张莉、王飙2002《留学生汉语焦虑感与成绩相关分析及教学对策》,《语言教学与研究》第1期。
张露茜张静2011《大学生英语交际意愿与动机之研究》,《长春教育学院学报》第1期。
章吟2010《学习者差异：留学背景下的中文交际》,《留学生在华汉语教育初探》(李坤珊主编),北京大学出版社。
赵金铭1998《论对外汉语教材评估》,《语言教学与研究》第3期。
赵金坡2011《新世纪以来我国来华留学生教育发展状况、分析及展望》,《高教探索》第1期。
郑军2010《在宁留学生课外汉语使用情况及影响因素调查研究》,南京大学博士学位论文。
周林刚、冯建华2005《社会支持理论——一个文献的回顾》,《广西师范学院学报(哲学社会科学版)》第3期。
朱曼殊1990《心理语言学》,上海：华东师范大学出版社。