A Case Study Of Chinese Vocabulary Learning Strategies About The Donggan Students Abroad

In foreign teaching Chinese, teaching Chinese vocabulary has been the focus of classroom teaching, but also the difficulties of Chinese students studying,From the perspective of students.To understanding students vocabulary learning methods.Guide them to improve the use of vocabulary learning strategies,Improve the vocabulary teaching methods.It has important implications for improving academic vocabulary,This paper studies vocabulary learning strategies,for my school Donggan intermediate level students.Trying to find suitable teaching methods and vocabulary learning methods for Donggan students.According to Nation definition of depth of vocabulary knowledge.Based on the basis of reading a lot of literature,In this paper, Adaptation of vocabulary learning strategies scalethe Gu&Johnson(1996) vocabulary learning strategy scale is adapted, and combined with the classification of social strategies in Oxford, the development of Chinese vocabulary learning strategy scale.The vocabulary learning strategy is divided into five sections, including metacognitive,cognitive, memory, social, emotional. According to Nation definition of depth of vocabulary knowledge,We designed a depth of vocabulary knowledge test volume.We conducted a thorough investigation To 48 Northwest Normal University Student intermediate stage Donggan.Through the data collected was analyzed using statistical software spss17.0, we reached the following conclusions:(1)Intermediate stage Donggan students "often" learning strategies is cognitive strategies and social policy, "sometimes" learning strategies using is metacognitive strategies, memory strategies and emotion strategies.(2)Different gender, different Chinese learning time, learning motivation are not much different effect on the selection of students learning strategies, but individual differences have a little different.(3)Results and five vocabulary learning strategies are positively correlated,Meta-cognitive and memory strategies have a significant impact on students learning Chinese vocabulary, no correlation between vocabulary scores and other strategies, autonomous learning, selective attention, rote, these four sub-policy Context and Vocabulary score significantly correlated.(4)The high levelStudents always frequent use of metacognitive strategies and cognitive strategies,metacognitive strategies and cognitive strategies for learning vocabulary great help.High group and low group there was a significant difference in learning, selective attention, dictionaries, rote, Context.For Donggan students vocabulary learning characteristics,This paper presents a number of recommendations for Donggan students vocabulary learning and teaching.I think both vocabulary learning or teaching vocabulary should focus on Vocabulary Learning Strategy.Using a variety of learning strategies for improving vocabulary learning plays a significant role.Students should make full use of the target language environment to learn vocabulary.Emphasis on the preview and review key words,To understand vocabulary through Context,Learn meaningful dictionary,Deepen the memory of words.Teachers should guide students to effectively use different learning strategies,For Donggan students vocabulary learning characteristics,Expand and enrich the course content, create a relaxed teaching environment.