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The Comparative Research on German University Students’ Beliefs about Their Chinese and English Learning

Author: JinZuo
Tutor: WuYongYi
School: East China Normal University
Course: Teaching Chinese as a Foreign Language
Keywords: German students Chinese Language Study The concept of learning English Comparative Study
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 248
Quote: 0
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Abstract

Nowadays, with the further deepening of language teaching as well as theoretical, in the foreign language / second language teaching profession, people pay more attention to the student body, concerned about the psychological characteristics of the student body. Learner Factors in Second Language / Foreign Language Acquisition, has important implications for language teaching and research. Language learner factors research in psychology and linguistics, language learning concept is the hot issues of the contemporary scholars at home and abroad. Study on the basis of a combination of the most cutting-edge theories and conclusions on beliefs about language learning research at home and abroad, for the concept of German university students learning Chinese and English made a detailed comparative analysis and correlation analysis. This study, Bremen, Germany, Science and Technology Department of Economics, University of Chinese college students of the first four grades as the object of study, the use of quantitative and qualitative scientific research methods, through questionnaires, individual interviews and recording transcription pathway, and the SPSS social science statistics software analysis tools, from a comparative point of Han, English learning concepts of German university students from linguistics, psychology, education and other aspects of German university students in Chinese and English learning concept showing the similarities and differences, change and do a reasonable explanation. In this study, the center, mainly concentrated in three areas: First, the German university students English, Chinese characteristics and the similarities and differences between the concept of learning analysis; German students grades one to four Chinese learning concept changes and the characteristics of each grade analysis; third four grade students learning English concept of the formation and development of the concept of learning Chinese. The study concluded that German students Han, differences in English learning concept is universal. Difficulty of language learning, the students believe that the Chinese difficulty was significantly higher than that of English listening, speaking, reading and writing of the Chinese students are challenging; ability to learn languages, students think that the Germans are good at learning English, rather than specializing in Chinese language learning; the nature of language learning, students feel that English and Chinese learning focus is different, the difference between the Chinese and German is much greater than the differences between English and German. Learning and communication strategies, the students there are significant differences in the concept of error tolerance of British / Han, the use of aids and word-guessing strategy Communication Strategies. Motivation, students feel that in the current circumstances, the opportunity to use English more than Chinese, German also think that the importance of English than Chinese, but learn Chinese help will come to work, the students also want to take advantage of the most important carrier of the Chinese to understand Chinese society and the Chinese people. Can be found after the individual variance analysis of the concept of a fourth grade students learning Chinese, Chinese learning concepts in four grades learners have undergone significant changes in the questionnaire involved 17 factors. Distance between Germany, Britain, Han three languages ??can be found by exploring the correlation German university students in Chinese and English learning beliefs, the students English contact and use affect the correlation coefficient of the students in English and Chinese learning concepts. At the same time, students in grades rise, Chinese raise the level of English learning beliefs gradually reduce the impact on the concept of learning Chinese. Finally, the author has some coping strategies and recommendations for Chinese teaching in Germany, the use of teaching materials, teaching culture, teaching skills, lesson type setting.

The Comparative Research on German University Students’ Beliefs about Their Chinese and English Learning

Abstract

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