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Clare Wright
University of Leeds, UK

Yang Lu
University of Nottingham, UK

April Jiawei Zhang
Macau University of Science and Technology, SAR China

Lulu Zhang
Ying Zheng
University of Southampton, UK

Abstract
This in-depth study evaluated motivation, learning strategies and demographic factors among earlylevel Chinese HSK test-takers, predicting differences at higher test levels when Chinese character knowledge is required. 71 UK-based HSK test-takers from beginner (1/2) to intermediate (3) levels were recruited; using quantitative survey and qualitative interviews, test-taker characteristics were analysed. However, findings revealed similar patterns at all three levels, and few effects of demographic factors. Higher levels of intrinsic than extrinsic motivation, and higher use of meaningfocused learning strategies were found across levels, although learners may start with structurebased priorities at beginner levels, especially in female learners. Including pinyin made beginnerlevel HSK exams seem more accessible, but commitment to learning characters was also evident at beginner stages. Noting limitations in the HSK exam format as a test of linguistic abilities, the findings are evaluated for wider pedagogical implications for effective early-stage L2 Mandarin Chinese language development.

Keywords
Motivation, language learning strategies, HSK levels 1-3, test-taker characteristics, Chinese characters, pinyin

 

以测验学还是以测助学？英国 HSK 1-3 级考生动机与语言学习策略的探索性研究

克莱尔·莱特
利兹大学，英国

路扬
诺丁汉大学，英国

张家维
澳门科技大学，中国

张露露
郑英
南安普顿大学，英国

摘要
这项研究深入评估了中国 HSK 初级考生的动机和学习策略。我们使用定量调查和定性访谈，招募了 71 名英国 HSK 初级（ HSK 1/2）到中级（ HSK 3）考生，探究考生对 HSK 备考的态度，以及普遍使用的汉语学习策略，同时检测人口统计因素（如性别）是否在学习过程中具有影响。由于从 HSK3 级开始需要使用汉字，因此本文预测该级别考试与 1/2 级存在差异，然而，研究结果没有显示显著差异。尽管学习者，特别是女性，可能会开始于形式化的学习策略，但在HSK（ 1-3）各级中发现，学习者更多地使用以意义为核心的学习策略，且内在动机的评分普遍高于外在动机。在 HSK 考试初级纳入拼音让备考看似更容易，但初学者也同时表达了学习汉字的决心。这些发现能够有效地发展针对初学者的对外汉语教学，具有广泛的教学意义。

关键词
动机，语言学习策略， HSK 1-3 级，应试者特征