外国語としての中国語学習における不安と動機の相関研究
Afrah Alghameeti1, Azza Alghumsha1, Aljowharah Alsaleh1
1Department of English Language, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University, Riyadh 11432, Saudi Arabia.
Acta psychologica
|September 2, 2025
まとめ
この研究では 高い外国語の不安が 高い動機にもかかわらず 中国語の学習,特にスキルと執筆に 影響を及ぼすことが分かりました 学習者の間で不安と動機付けの関連性は見つかりませんでした.
科学分野:
- 第二言語の習得
- 教育心理学
背景:
- 英語 (EFL) と異なり,外国語不安 (FLA) と外国語としての中国語 (CFL) の学習動機に関する研究は限られている.
- 効果的なCFL教育には不安とモチベーションを理解することが重要です.
研究 の 目的:
- CFLの学習に対する不安とモチベーションの影響を調べる.
- CFL学習者の不安と動機の関係を調査する.
- CFL学習者の不安と動機付けレベルに影響を与える要因を特定する.
主な方法:
- 66人の1年生の中間CFL学習者との相関設計
- 外国語教室不安スケール (FLCAS) とモチベーションスケールを用いた定量的なアプローチです.
- SPSSを用いて記述的分析法で分析したデータ.
主要な成果:
- CFLの学習,特に言語能力と文字の書き方に対する不安の大きな影響
- 学習者は,中国語の授業でのパフォーマンス不安が高く,全体的な能力への自信は低いと報告しました.
- 学習者は中国語学習に強い意欲を示した.
- 不安と動機との間に有意な関係が見つかりませんでした.
結論:
- 不安はCFLの学習成果と自信に大きな影響を与えます
- 高い不安にも関わらず 高いモチベーションが存在します 断絶を示唆します
- インストラクターは,CFL学習者の不安を軽減し,モチベーションを高めるために,指導方法を適応する必要があります.
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