微信平台在语言学习中的应用研究

Effects of Using WeChat in an Experimental CFL Program

微信作为主要的即时通讯工具，已经被外国留学生接受并广泛应用，为他们的汉语学习提供了新 的学习方式。本研究选取东北师范大学20 名外国预科留学生作为受试样本， 20 名中国老师和研究生作为指导 教师，采用准实验研究法，利用微信平台和自编的测试题目，对外国预科留学生进行汉语水平的前测和后测，从 而了解微信平台应用于外国留学生汉语学习中所产生的影响。研究结果表明:利用微信平台学习汉语取得了显 著的效果，不仅进步块，而且学习热情较高，具有可持续性。

In recent years， with the continuous improvement of China 's economic development， Chinese language learning remains ＂ high fever＂ globally. Chinese language has emerged as an important tool for communication for people of a wide variety of cultural backgrounds. Additionally， the emergence of new social media software promotes Chinese language teaching and learning. To a certain extent it can help learners use spare time to learn effectively. WeChat is such a social application software. The popularity of WeChat provides a new way for foreign students to learn Chinese. The goal of this research is to explore and find effective and practical ways to integrate WeChat into a CFL pro gram. The study selected 20 foreign preparatory students and 20 Chinese students from Northeast Normal University as the participants. The research uses pre-test and post-test to verify the practicability and validity of MMP to improve the Chinese level of the foreign students. The design of the evaluation research is quasi-experimental method. This re search is divided into three stages: (1) Determine the expected outcomes of the program. This study expected to en hance the foreign preparatory students' Chinese level through the use of WeChat， (2) Measure the actual outcome and compared with the expected outcome through pre-test and post-test， and (3) Analyze the effectiveness through the re search findings and process. Based on the test data and the results of student interviews， we found that the CFL program improves foreign students' positive attitude toward WeChat learning. Students reported that WeChat is a practical and interesting tool for Chinese learning. At the same time， the participants reported that the CFL program is motivating and interactive. Ignoring those problems that are not perceived， students think that they hope to have more opportunities to participate in micro message learning. Based on the gain difference between pre-study test and post-study tests， we can see the CFL program for foreign preparatory students of Chinese learning has a positive effect. The study has several limita tions. Due to limitations of the actual situation， this study was conducted with a fairly small research sample. Also， the later interviews were conducted in Chinese. Some foreign preparatory students can't understand some terminologies accurately due to the relatively short time in China. As a suggestion， for future research， we can communicate in Eng lish and revisit foreign preparatory students in order to improve the reliability and credibility of the research.