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在第二语言学习过程中,情感因素在学习中所起的作用成为许多学者专家研究的热点,但关于中亚留学生的相关研究还比较少。中亚留学生性格有其独特性,在汉语学习过程中,尤其在口语课堂中,许多学生有能力完成当前的任务,但可能由于教师的提问方式、问题的难易程度的不同、教师的表扬方式、教师的批评方式不当,使其应有的能力得不到施展,往往采用回避的方式对待教师的提问,最终导致学而无果。本文旨在通过对中亚留学生汉语口语学习抑制的教师影响因素的研究,提出相应的解决办法,以此改善汉语口语课堂的教学环境,以提高学习者的学习效率和教师的工作效率。
In the process of second language learning, the role of affective factors in learning has become a hot research topic for many scholars, but there are still few researches on foreign students in Central Asia. The characteristics of Chinese students in Central Asia are unique. During the Chinese learning process, especially in the oral English class, many students are capable of fulfilling their current tasks. However, due to the teacher’s questioning method, the difficulty of the question, , Improper teachers’ criticism, their ability to not be cast, often using the way to avoid the teacher’s questioning, and ultimately lead to learning without result. This paper aims at improving the learning environment and improving the efficiency of Chinese learners by means of studying the influencing factors of teachers who inhibit the Chinese spoken language learning in Central Asian students and how to improve their teaching environment in spoken Chinese.