Analysis Of International Students’ Strategy For Listening And Reading Of Advanced Chinese

In recent years, research into Chinese learning strategy has attacted more researchers’ attention. Overseas, a substantial amount of investigation on second language learning strategy has already been carried out. However, research on Chinese learning strategy started late, and there has been almost no related studies analyzing learning strategies of advanced Chinese learners.This dissertation focuses on international students’ strategies for listening and reading of advanced Chinese learners. Factors which influence learning beliefs and strategies of listening and reading such as gender, age and nationality are discussed. Learning beliefs and strategies of listening and reading of thirty-four advanced Chinese students in Zhejiang University were investigated through a questionnaire survey. By means of hypothesis testing, the survey data were analyzed. The results show:(1) The International student survey results regarding listening show that the international students have a stronger learning belief in meaning than in language structure. (2) The International student survey results regarding listening show that they universally take positive acquisition strategy as their top priority, and secondly, frequently used pronunciation and intonation strategies. (3) Listening and reading learning strategy differences based on gender are not noticeable. (4) Regarding reading strategies, the survey shows that the most-used strategies by the international students include context, skim reading, mother language, and interactive learning strategies. (5) There are obvious differences regarding the learning strategies of using context and skim reading between the international students from different regions. The students from cultures that utilize Chinese characters place more importance on using context to guess and infer meaning from articles they read than their European and American counterparts. (6) There are obvious differences regarding the reading management strategies for the international students of different ages. The selection of reading material and reading style of the older international students is more casual. Lastly, some insights into Chinese teaching are given from these conclusions.