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本文对在北外学习的148名马来师资班学生进行了问卷调查,以了解他们在课堂及课外是否具有主动利用目的语环境的意识与行动,其利用语言环境的形式如何,频率高低如何,并将调查数据的分析结果与其本人的学习效果即汉语水平作对比,探讨二者之间的相互关系。另外还分析了不同年级、不同性别,不同性格的学生在利用语言环境方面是否存在差别。根据赋值评分得分统计,经过与课程成绩的对比及对任课教师的访谈,问卷得分高的同学汉语理解沟通能力和表达能力相对胜出。通过此研究,我们能了解马来学生利用目的语环境的成功经验与受阻因素,教师应在汉语教学中更加有针对性地引导马来学生充分活化课堂所学汉语知识,促成他们更好地利用语言环境,提高汉语习得效果。
This paper conducted a questionnaire survey on 148 Malay teachers studying at Bei Wa University to find out whether they have the awareness and action of using the target language environment actively in the classroom or extracurricular. How to use the linguistic environment and how often, The result of the survey is compared with the result of my own study, that is, the Chinese proficiency, and the relationship between them is explored. In addition, it analyzes whether there are any differences in the use of locales between students of different grades, different genders and different characters. According to the scores of evaluation scores, after comparing with the scores of the courses and interviews with the teachers, the students who have high scores in the questionnaire have a relatively good understanding of their communication and presentation abilities. Through this study, we can understand the successful experience and obstacles of Malay students in using the target language environment. Teachers should guide Malaysian students to fully activate the knowledge of Chinese in the classroom in Chinese teaching so as to make better use of them Language environment, improve Chinese learning effect.