【作 者】：
张 露， 方 璐，尚俊杰
【关 键 词 】：
游戏化虚拟情境； 国际中文教育； 汉语二语习得； 语篇理解； 游戏化学习； 情绪动机
【栏 目】：
其他
【中文摘要】：
随着中国全球影响力的不断提升与国际中文学习需求的日益增长，利用信息技术促进汉语二语学习成为研究热点。研究旨在探究游戏化虚拟情境对国际中文学习者的语篇认知水平和情绪动机的影响。研究采用准实验研究方法，分析了65名学习者在游戏化虚拟情境和常规做题情境下的基础词汇、语篇理解、语言交流意愿和语言学习焦虑的前后测的分数差异。结果显示，实验组在基础词汇和语篇理解方面的后测成绩显著高于对照组，且实验组的词汇和语篇理解后测成绩均显著高于前测。在情绪动机方面，实验组在游戏化虚拟情境中的语言学习焦虑显著降低，而对照组则无显著变化。研究为数字化技术在国际中文教育领域的应用提供了有力的研究证据。
【英文摘要】：
With the increasing improvement of China's global influence and the growing demand for international Chinese language learning, the use of information technology to promote Chinese second language acquisition has become a research focus. This study aims to explore the effects of gamified virtual contexts on international Chinese learners' discourse cognitive level and emotional motivation. A quasi-experimental study was adopted to analyze the differences in the scores of 65 learners on pre-tests and post-tests about basic vocabulary, discourse comprehension, language communication intention and language learning anxiety in the gamified virtual context and in the conventional problem-solving context. The results showed that the experimental group's post-test scores in basic vocabulary and discourse comprehension were significantly higher than those of the control group, and the experimental group's post-test scores in vocabulary and discourse comprehension were significantly higher than those in the pre-test. In terms of emotional motivation, language learning anxiety in the experimental group was significantly reduced in the gamified virtual context, while there was no significant change in the control group. This study provides strong empirical evidence for the application of digital technology in international Chinese language education.