| With the rapid growth of International Chinese Education,Chinese language teaching becomes flourishing as well in Vietnam recent years.The demand for various talents who can speak Chinese has been increasingly generated,hence many Vietnam universities put a high premium on the cultivating of undergraduate students majoring in Chinese language to enhance their learning effect.This dissertation examines all the learning behaviors of students,and then classifies these learning behaviors into different categories.In addition,it also explores factors that may affect students’ academic knowledge acquisition.The study firstly investigates the learning behaviors of 272 Vietnamese students majoring in Chinese language,in which 12 types of behaviors were figured out significantly,i.e.,classroom participation,classroom actions,recess behaviors,pretest behaviors,test behaviors,posttest behaviors,extracurricular behaviors,sleep behaviors,dietary behaviors,Chinese learning behavior,negative behavior,positive behavior.In addition,we also studied factors may affect students’ academic knowledge acquisition with the participation of 362 students.Such factors include motivation,firmness of will,competition,learning methods,personal desire,personal feeling,teachers,schoolmates,family background,learning environment,test frequency,social factors,and knowledge acquisition.This dissertation consists of 6 chapters.Chapter one provides a rationale for the study,introduces the research questions,reviews the literature,discusses the purpose,scope and significance of the study.Chapter two introduces the theoretical framework,defining key terms and concept definitions,the complex dynamic theory,and research methodology.Chapter three provides the analysis of learning behaviors of research participants,specifically students’ classroom learning behavior,extracurricular learning behavior,test behavior,and Chinese learning behavior.Correlation analysis,comparative analysis and regression analysis are also conducted in this chapter.Chapter four is the discussion of data analysis,in which factors influencing the degree of knowledge of Vietnamese undergraduates Chinese major are deconstructed,including the student factors,family factors,social factors,and the degree of students’ level of language learning comprehension.The descriptive analysis,correlation analysis,regression analysis,and comparative analysis are also included in this chapter.Chapter five indicates the main problems and barriers that Vietnamese undergraduates may encounter in learning behavior and knowledge acquisition,and suggests possible solutions.These are summarized in the final chapter where a summary of key findings and limitations as well as recommendations for future research are also provided.The findings of the descriptive analysis reveal that,in terms of classroom participation,87%of students attend class on time;in terms of classroom learning behavior,84%of students pay attention to the teacher;in terms of recess behavior,67%of students often chat with their classmates;In terms of extracurricular activities,77%of students finish the homework assigned by the teacher on time;in terms of sleep behavior,57%of students review all of their content before they go to bed;in terms of dietary behavior,62%of students cook at home or in a boarding house or in a rented house,and only 15%eat in the school cafeteria;in terms of negative behavior,13%of students often misplaced books and learning tools when needed;in terms of positive behavior,63%of students often read important content;in the pretest behavior,39%of students did not concentrate on their study until the exam,and 41%of students often couldn’t sleep the night before the exam;83%of the students completed the test independently in the examination;in terms of post-test behavior,62%of students often compare answers with classmates;in terms of Chinese learning,81%of students often watch Chinese movies and listen to Chinese songs;in terms of learning motivation,90%of the students majored in Chinese in order to learn a new language;In terms of learning firmness,86%of students consistently graduate on time;in terms of the competition degree,80%of students think that studying competition enables them to learn from others;in terms of learning methods,70%of students often take notes in their own special way;in terms of personal feelings,77%of students believe that solving difficulties in the study process can enhance their sense of accomplishment;in terms of personal wishes,86%of students would like to learn new knowledge.The following conclusions are drawn from the comparative analysis:the significant differences in the students’ learning behavior and the language comprehension were related to students’ gender,type of permanently registered residence,level of Chinese before college,teachers,Chinese major type,grade,individual study time,part-time job,number of brothers and sisters,age,length of one’s sleep,learning simplified or traditional Chinese characters,the monthly living expenses from family,total scores,Chinese listening course scores,Chinese speaking course scores,Chinese reading course scores and Chinese writing course scores.The correlation analysis indicates that students’ learning behaviors were related to students’ classroom participation,classroom actions,recess behavior,pretest behavior,posttest behavior,extracurricular behavior,sleep behavior,dietary behavior,Chinese learning behavior,negative behavior,and positive behavior.The analysis also suggests that the degree of students’ knowledge was related to the students’learning motivation,firmness of will,peer competition,learning method,personal desire,teacher factors,schoolmate factors,family background,learning enviroonment,test frequency,social factor,and knowledge level.This paper employed the regression analysis,structure equation model and the Bayesian model averaging method,and established the model of student leaning behavior as well as the model of students’ language comprehension.In total,18 problems were identified and 18 respective solutions were proposed.In short,this paper studied the learning behaviors and level of language comprehension of Vietnamese undergraduate majoring in Chinese language taken from their whole day activities and under different perspectives.A lot of data and information about students’ learning behaviors and understanding of students’ knowledge were collected.Hopefully,these results will provide references for Vietnamese universities in the curriculum design and offer Chinese majors effective strategies during their learning process. |
PDF Full Text Request