臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：華語學習差異化因素分析與教學研究
作者：余沛錞
作者(外文)：Yu, Pei-Chun
校院名稱：臺北市立大學
系所名稱：教育學系
指導教授：黃思華
學位類別：博士
出版日期：2019
主題關鍵詞：學習華語為第二語言；華語(漢語)學習；語言學習焦慮；歧義容忍度；學習策略；教室氣氛；性別；Chinese as a Second Language (CSL)；Mandarin learning；Foreign language learning anxiety；Tolerance of ambiguity；Language learning strategies；Classroom community；Gender
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
學習一門新語言從許多角度來說，是非常挑戰性的一件事。對於亞洲主流語言之一的「中文」，卻讓許多國際學生卻步。大多數學習者所遇到的難題都集中在中文語言系統，例如音調，語法結構，漢字書寫與語法使用。然而，相關文獻中卻忽略學習者學習中文時，其他潛在的困難度。本研究針對國際學生在學習中文為第二語言（CSL）時所遇到的困難，並探討這些因素相互關聯性。
本研究實施兩個階段的研究框架。在第一階段，36名參與者測試了四個關鍵因素，包括語言學習焦慮，歧義容忍度，語言學習策略和教室氣氛。研究結果顯示，語言學習焦慮變項和歧義容忍度與中文表現高度相關，這兩個變項最能預測女性學習者的中文表現。然而，在男性學習者中沒有發現重要的預測因子，因此推論影響男性與女性之間的潛在因素不同。另外，研究結果顯示當男性學習者在學習中文時焦慮程度較高，他們傾向於運用學習策略來輔助學習過程，而女性學習者在學習焦慮和中文表現之間呈現負相關，這可能表示學習焦慮並未正向提升學習成果。
在第二階段，經過差異化教學實施，針對過程差異的教學實施，共計46名參與者，蒐集參與者前測與後測成績，研究結果發現前、後測分數之間存在顯著差異。這表示差異化教學的施行能有效提高學習中文的成效。本研究結果旨在提供教育工作者和中文學習者寶貴建議，並作為未來中文學習的參考指標。
Learning a new language is challenging in many perspectives. Learning Mandarin − a domain spoken language in Asia − has caused many international students, non-native Mandarin speakers, to step back. Most concerns have been focused on difficulties of Mandarin language system itself such as tones, grammar structures, character writings and usage of terms and phrases. However, Mandarin language learners’ embedded learning difficulties have been overlooked in the literature review. This study aims to investigate potential factors that crucially influence learners’ Mandarin proficiency performance and to exam how these factors correlate with each other.
Two phases of research framework were designed and implemented. In phase one, four critical factors, including foreign language learning anxiety, tolerance of ambiguity, foreign language learning strategies and classroom community were tested among 36 participants. Results showed that the variables of language learning anxiety and tolerant of ambiguity were highly correlated with Mandarin performance and these two variables best predict female learners’ Mandarin performance. No significant predictor was found among male learners; it is suggested that potential factors affecting Mandarin learning may vary from those affecting female learners. In terms of variable correlation, male learners have shown that with higher anxiety in learning Mandarin, they tend to use learning strategies more effectively in assisting learning process while female learners have shown a negative correlation between learning anxiety and Mandarin performance which indicated that learning anxiety may indirectly decrease learning outcomes.
In phase two, with differentiated instructions focusing on differentiating process implementation, 46 participants were involved. The results found a significant difference between pre-tests and pro-tests scores. It is indicated that DI has significantly influenced to enhance better learners in learning Mandarin. With statistical support, these findings have provided valuable suggestions for educators and learners in Mandarin language learning and teaching in the university context.
邱凡芸、孫劍秋（2014）。臺灣各大學華語文教學機構現況分析與未來發展：以師資、課程、教才三層面論之。國民教育，54 (3)，20-28。

孫劍秋、何淑蘋、謝惠雯 （2013）。近十年臺灣華語文系所發展之回顧與前瞻。應華學報，13，1-44。

彭妮絲（2011）。以雙語合作統整閱讀理解模式為基礎之華語文讀寫教學研究，臺北市李教育大學學報，42 (2)，189-218。

彭妮絲（2012）。短期由學華語文課程設計與實施－以沉浸式課程/任務教學設計為基礎。中原華語文學報，10，75-98。

彭妮絲（2013）。同儕評量於華語文師資培育學習成效探究。人文研究期刊，11，99-118。

彭妮絲（2013）。從閱讀理解實徵研究探華語文教學中的文化教學。中原華語文學報，12，23-44。

彭妮絲（2013）。華語文讀寫教學中之文化導入研究。僑外與海外華人研究學報，1，89-106。

彭妮絲（2014）。以實作為取向之互助式華文教師研習情境探究。僑外與海外華人研究學報，3，57-72。

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.

Anderson, N. J. (2005). L2 learning strategies. In: Hinkel, E. (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 757-771). Mahwah NJ: Erlbaum.

Babbie, E. R. (2016). The Practice of Social Research (14th ed.). Australia: Wadsworth, Cengage Learning.

Bailey, K. M. (1983). Competitiveness and anxiety in adult L2 learning: Looking at and through the diary studies. In
H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67-103). Rowlwy, MA: Newbury.

Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.

Beeman, P., Martin, R., & Meyers, J. (1972). Interventions in relation to anxiety in school. In C. Spielberger (Ed.), Anxiety: Current trends in theory and research (pp. 40-50). New York: Academic Press.

Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Pearson Education.

Benson, P., & Nunan, D. (Eds.) (2005). Learners’ Stories: Differences and Diversity in Language Learning. Cambridge: Cambridge University Press.

Bermner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514.

Brace, N., Kemp, R., & Snelgar, R. (2016). SPSS for psychologists (5th ed.). Routledge: Oxford, UK.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education.

Budner, S. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30, 29-50.

Burden, P. (2004). The teacher as facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido Journal, 8, 3–18.

Carstens, S. (2015). Bilingual Education for Global Citizenship: Creating an Integrated Language/Culture Curriculum for Mandarin/English Students. Human Organization, 74(1), 16-26.

Chang, C. (2010). See how they read: An investigation into the cognitive and metacognitive strategies of nonnative readers of Chinese. In E. Everson & H. H. Shen (Eds.), Volume IV of Chinese Language Teachers Association
Monograph Series (pp. 93-116). University of Hawaii at Manoa: National Foreign Language Resource Center.

Chapelle, C., & Roberts, C. (1986). Ambiguity tolerance and field independence as predicators of proficiency in English as a second language. Language Learning, 36, 27-45.

Chastain, K. (1975). Affective and ability factors in second language learning. Language Learning, 25, 153-161.

Chen, M. L., & Hung, L. M. (2012). Personality type, perceptual style preference and strategies for learning English as a foreign language. Social Behavior and Personality, 40 (9), 1501-1510.

Chu, W. H., Lin, D. Y., Chen, T. Y., Tsai, P. S., & Wang, C. H. (2015). The relationships between ambiguity tolerance, learning strategies, and learning Chinese as a second language. System, 49, 1-16.

Claus, F., & Kasper, G. (1983). Strategies in Interlanguage Communication. London: Longman.

Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. London: Longman.

Curnow, T. J. (2010) Participation in Languages Education in Australia Schools: What Do We Know, and What Does It Mean Anyway? In Liddicoat A. J., & Scarino A. (ed.). Languages in Australian Education: Problems, Prospects and Future Directions. Newcastle: Cambridge Scholars.

Deci, L., & Ryan, M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
Dewaele, J-M., & Wei, L. (2014). Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual and Multicultural Development, 35 (3), 235-251.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson: Boston, MA.

Du, H. (2015). American College Students Studying Abroad in China: Language, Identity, and Self-Presentation. Foreign Language Annals, 48 (2), 250-266.

Duff, P. A., & Li, D. (2004). Issues in Mandarin language instruction: theory, research, and practice. System, 32, 443-456.

Ehrman, M. E. (1994). Weakest and strongest learners in intensive language training: a study of extremes. In Klee C. A. (ed.). Faces in a crowd: the individual learner in multisection courses. Boston: MA, Heinle & Heinle.

Ehrman, M. E. (1999). Ego boundaries and tolerance of ambiguity in second language learning. In: Arnold, J. (ed.). Affect in language learning (pp. 68-86). Cambridge: Cambridge University Press.

Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330.

Ehrman, M., & Oxford, R. L. (1990). Adult language learning styles and strategies in an intensive training setting. The Modern Language Journal, 74, 312-327.

El-Koumy, A. S. A. (2000, March). Differences in FL reading comprehension among high-, middle-, and low-ambiguity tolerance students. Paper presented at the National

Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Ely, C. M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22, 437-445.

Ely, C. M. (1995). Tolerance of ambiguity and the teaching of ESL. In Reid, J. M. (ed.). Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle.

Evans, S., & Morrison, B. (2011). The student experience of English-medium higher education in Hong Kong. Language and Education, 25 (2), 147-162.

Everson, M. E., & Ke, C. R. (1997). An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 32 (1), 1-22.

Fraser, B. J., & Fisher, D. L. (1982). Predicting student outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19, 498-518.

Gan, Z., Humphreys, G., & Hamp-Iyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese Universities. The Modern Language Journal, 88 (2), 229-244.

Gao, X. (2014). Motivations, learning activities and challenges: learning Mandarin Chinese in Australia. In Travis, C., Hajek, J., Nettelbeck, C., Beckmann, E., and Lloyd-Smith, A. (Eds.), Practices and Policies: Current Research in Languages and Cultures Education (pp169-192). Australia: LCNAU.

Gardner, H. (1983). Frames of mind: the theory of multiple intelligence. New York: Basic.
Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contribution to second language learning, part II: Affective variables. Language Teaching, 26 (1), 1-11.

Ghorbandordinejad, F., & Ahmadabad, R. M. (2016). Examination of the relationship between autonomy and English achievement as mediated by Foreign Language Classroom Anxiety. Journal of Psycholinguist Research, 45, 739-752.

Green, J., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.

Grenfell, M., & Harris, V. (2015). Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13.

Han, J. (2017). Post-lingual Chinese Language Learning: Hanzi Pedagogy. London: Palgrave Macmillan Limited.

Harper, D. (2001). Online etymology dictionary. Retrieved from http://www.etymonline.com/index.php?term=community

Hayes, E. (1988). Encoding strategies used by native and non-native readers of Chinese Mandarin. Modern Language
Journal, 72 (2), 188-195.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70 (2), 125-132.

Hu, B. (2007). Chinese tone learning strategy and tone competence. Journal of International Chinese Language Teaching and Learning 4.

Hu, B. (2010). The challenges of Chinese: A preliminary study on UK learners’ perceptions of difficulty. Language Learning Journal, 38 (1), 99-118.

Hu, B., & Tian, L. (2012). Do teachers and students share similar beliefs about teaching and learning strategies. System, 40, 237-254.

Huang, H. T., Hsu, C. C., & Chen, S. W. (2015). Identification with social role obligation, possible selves, and L2 motivation in foreign language learning. System, 51, 28-38.

Huang, J. (2000). Students’ major difficulties in learning Mandarin Chinese as an additional language and their coping strategies. ERIC ED440-537.

Jiang, X., & Cohen, A. D. (2012). A critical review of research on strategies in learning Chinese as both a second and foreign language. Studies in Second Language Learning and Teaching, 1, 9-43.

Johnson, B., & Christensen, L. B. (2008). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks, California: Sage Publications.

Jones, B., Palincsar, R. A., Ogle, D., & Carr. E. (1987). Strategic Teaching and Learning: Cognitive Instruction in the Content Area. Alexandria, Va: Association for Supervision and Curriculum Development.

Kamran, S. K., & Maftoon, P. (2012). An analysis of the association between ambiguity tolerance and EFL reading strategies awareness. English Language Teaching, 5, 188-196.

Ke, C., & Li, Y. A. (2011). Chinese as a Foreign Language in the US. Journal of Chinese Linguistics, 39 (1), 177-238.

Ku, D. T., & Chang, C. S. (2011). The effect of academic discipline and gender difference on Taiwanese college students’ learning styles and strategies in web-based learning environments. The Turkish Online Journal of Educational Technology, 10 (3), 265-272.

Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: context of learning effects. Education Technology Research and Development, 63, 671-690.

Liddicoat, A. J., & Scarino, A. (2010). Languages in Australian Education: Problems, Prospects and Future Directions. Cambridge Scholars: Newcastle, UK.

Little, D. (1991). Learner Autonomy 1: Definitions, Issues, and Problems. Dublin: Authentik.

MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward theoretical clarification. Language Learning, 39, 251-275.

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.

Mainhard, M. T., Brekelmans, M., Brok, P. & Wubbels, T. (2011). The development of the classroom social climate during the first months of the school year. Contemporary Educational Psychology, 36, 190-200.

Mainhard, M. T., Brekelmans, M., Brok, P., & Wubbels, T. (2011). The development of the classroom social climate during the first months of the school year. Contemporary Educational Psychology, 36, 190-200.

McAdam, D. (1982). Political process and the development of black insurgency 1930-1970. Chicago: University of Chicago Press.

McCoy, J. D., & Ketterlin-Geller, L. R. (2004). Rethinking instructional delivery for diverse student populations. Intervention in School and Clinic, 40 (2), 88-95.

MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs). (2008). The Melbourne declaration on educational goals for young Australians. Canberra: MCEETYA.

McMillan, D. W., & Chavis, D. M. (1986). Sense of community: a definition and theory. Journal of Community Psychology, 14 (1), 6-23.

Murray, N. & Scarino, A. (2014). Dynamic Ecologies: A Relational Perspective on Language Education in the Asia-Pacific Region. London: Springer.

Naiman, N., Fröhlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Research in Education Series, No. 7. Toronto: Ontario Institute for Studies in Education

Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35 (2), 307-322.
Norton, R.W. (1975). Measurement of ambiguity tolerance. Journal of Personality Assessment, 39, 607-619.

Nunan, D. (1991). Language Teaching Methodology. London: Prentice Hall.

O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

OCED. (2013). How is international student mobility shaping up? Retrieved on June 1, 2016, from https://www.oecd.org/education/skills-beyond-school/EDIF%202013--N%C2%B014%20(eng)-Final.pdf

O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L.J. & Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1): 21-46.

Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Newbury House.

Oxford, R. L. (1999). Anxiety and the language learner: New insights. In Arnold, J. (Ed.). Affect in language learning (pp. 58-67). Cambridge: Cambridge University Press.

Oxford, R. L. (Ed.) (2003). Language Learning Styles and Strategies. Mouton de Gruyter.

Padilla, A. M., Fan, L., Xu, X., & Silva, D. (2013). A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement. Foreign Language Annals, 46 (4), 661-679.

Pae, T. I., & Shin, S. K. (2011). Examining the effects of differential instructional methods on the model of foreign language achievement. Learning and Individual Differences, 21, 215-222.

Park, G., & French, B. F. (2013). Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41(2), 462-471.

Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescent’s perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98.

Penick, J. E., & Bonnstetter, R. J. (1993). Classroom climate and instruction: New goals demand new approaches. Journal of Science Education and Technology, 2(2), 389-395.

Ramburuth, P., & McCormick, J. (2001). Learning diversity in higher education: A comparative study of Asian international and Australian students. Higher Education, 42, 333-350.

Richard, J. C., & Schmidt, R. (Eds.). (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Longman.

Roberts, A., Chou, P., & Ching, G. (2010). Contemporary trends in East Asian higher education: dispositions of international students in a Taiwan university. High Education, 59, 149-166.

Rovai, A. P. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5, 197-211.

Rovai, A. P., Ponton, M. K., & Baker, J. D. (2008). Distance learning in higher education: A programmatic approach to planning, design, instruction, evaluation, and accreditation. New York, NY: Teachers College Press.

Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9 (1), 41-51.

Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.

Scarcella, R., & Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle. Service No. ED 445 534).

Scrimgeour, A. (2014). Dealing with “Chinese Fever”: The Challenge of Chinese Teaching in the Australian Classroom. In Murray, N. & Scarino, A. (ed.). Dynamic Ecologies: A Relational Perspective on Language Education in the Asia-Pacific Region. London: Springer.

Shaffer, C., & Anundsen, K. (1993). Creating community anywhere. New York: Perigee.

Shao, L. (2005). A correlational analysis of tolerance of ambiguity and foreign language scores. Modern Primary and Second Education, 2, 47-48.

Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58 (4), 835-874.

Shen, H. H. (2004). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education, 18 (2), 167-182.

Shen, H. H. (2005). An investigation of Chinese-character learning strategies among non-native speakers of chines. System, 33, 49-68.

Singh, M., & Ballantyne, C. (2014). Making Chinese Learnable for Beginning Second Language Learners? In Murray, N., & Scarino, A. (ed.). Dynamic Ecologies: A Relational Perspective on Language Education in the Asia-Pacific Region. London: Springer.

Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13 (2), 275-298.

Spielmann, G., & Radnofsky, M. (2001). Learning language under tension: New directions from a qualitative study. The Modern Language Journal, 85 (2), 259-278.

Spring, M. K. (2012). Languages for Specific Purposes Curriculum in the Context of Chinese-Language Flagship Programs. The Modern Language Journal, 96, 140-157.

Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31 (2), 304-318.

Sternberg, R. J. (1994). Thinking styles: theory and assessment at the interface between intelligence and personality. In Sternberg, R. J., Ruzgis, P. (Eds.), Intelligence and Personality. New York: Cambridge University Press.

Sternberg, R. J., & Williams, W. M. (2001). Educational psychology. Boston, USA: Allyn & Bacon.

Stroud, C., & Wee, L. (2006). Anxiety and identity in the language classroom. RELC Journal, 37, 299–307. http://163.21.239.102:2085/csvhkp

Thompson, A. S., & Lee, J. (2012). Anxiety and EFL: Does multilingualism matter? International Journal of Bilingual Education and Bilingualism. Advanced online publication. Doi:10.1080/13670050.2012.713322

Thompson, A. S., & Lee, J. (2014). The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety. TESOL Quarterly, 48 (2), 252-274.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2002). Different learners different lessons. Instructor, 112(2), 21-25.

Tomlinson, C. A. (2004a). Differentiation in diverse settings. School Administrator, 61(7), 28-33.

Tomlinson, C. A. (2004b). Research evidence for differentiation. School Administrator, 61(7), 30.

Tomlinson, C. A. (2008). The Differentiated School: Making Revolutionary Changes in Teaching and Learning. Alexandria, Va: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. Alexandria, Va: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Allen, S. D. (2000). Leadership for Differentiating Schools & Classrooms. Alexandria, Va: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Javius, E. L. (2012). Teach up for Excellence. Educational Leadership, 69 (5), 28-33.

Tomlinson, C. A., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.

Tong, X., & Yip, J. H. Y. (2015). Cracking the Chinese character: radical sensitivity in learners of Chinese as a foreign language and its relationship to Chinese word reading. Reading and Writing, 28, 159-181.

Tragant, E., Thompson, M., & Victori, M. (2013). Understanding foreign language learning strategies: A validation study. System, 41, 95-108.

Verma, P., & Nijhawan, H. K. (1976). The effect of anxiety reinforcement and intelligence on the learning of a difficult task. Journal of Experimental Child Psychology, 22, 302-308.

Wang, J., Spencer, K., & Xing, M. (2009). Metacognitive beliefs and strategies in learning Chinese as a foreign language. System, 37, 46-56.

Weiner, B. (1986). An Attributional Theory of Motivation and Emotion. New York: Springer-Verlag.

Weinstein, C. E. (1987). LASSI User’s Manual for those Administering the Learning and Study Strategies Inventory.
Clearwater, FL: H & H Publishers.

Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (1988). Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation. New York: Academic Press.

Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). Learning and Study Strategies Inventory. Clearwater, FL: H & H Publishers.

Wenden, A. L., & Rubin, J. (Eds.) (1987). Learner Strategies in Language Learning. NY: Prentice Hall.

Wikinson, S. (2000). Emerging questions about study abroad. ADFL Bulletin, 32 (1), 36-41.

Williams, K. E., & Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5, 181–191.

Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learning. System, 39, 144-163.

Wu, Y. Y. (2008). A case study of Italian students’ Chinese speaking strategies. World Chinese Teaching and Learning, 4, 88-100.

Xu, X., Padilla, A. M., Silva, D., & Masuda, N. (2013). A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes. Foreign Language Annals, 45 (4), 622-638.

Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, 426-436.

Zhang, G. & Li, L. (2010). Chinese language teaching in the UK. The Language Learning Journal, 38, 87-97.

Zarei, F. (2012). Can ambiguity tolerance/intolerance be a source of bias on C-tests? US-China Foreign Language, 10, 1010-1019.

Zhang, Q. Z. (2004). Effects of tolerance of ambiguity on the selection of language learning strategies. Foreign Language Teaching and Research, 36, 457-461.

Zhao, N. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal 9 (3), 22-34.

Zhou, W., & Li, G. (2015). Chinese language teachers’ expectations and perceptions of American students’ behavior: Exploring the nexus of cultural differences and classroom management. System, 49, 17-27.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：341（臺灣：335，外國：6） ／ 本年度總使用人次：2178223 ／ 訪客人次（自102年09月）：67985533
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上