A Study On Chinese Pronunciation Learning Strategies Of Hungarian Primary Level Students

In this paper,we take the primary Chinese learners of Confucius Institute at ELTE University as the research object.We aim to understand the general situation of Hungarian primary Chinese learners’ phonetic learning strategies through surveys and interviews.To explore the relationship between gender,age,other second language learning experiences with phonetic learning strategies,and systematically analyzes the performance and causes of the differences in phonetic learning strategies between successful and unsuccessful Chinese phonetic learners.Through research,we found that the Hungarian Chinese learners’ pronunciation learning strategies are generally used less frequently and are "sometimes used".Among them,the cognitive strategies,social strategies,memory strategies are relatively frequently used,metacognitive strategies,compensation strategies and emotional strategies are relatively low frequency of use.Among the 46 language learning strategies,most of them are“sometimes used" and some are "frequently used" and"rarely used".In memory strategies,learners like to memorize the Chinese phonetics through teacher demonstrations.This shows that teachers’ demonstration plays a very important role in students’speech memory.Cognitive strategy is one of the most frequently used strategies for Hungarian primary Chinese learners.Due to the learning tools used by students,it is convenient for learners to search Chinese pronunciation.So the compensation strategy is less frequently.The metacognitive strategies is at a moderate level and students’self-reflection needs to be further improved.Hungarian learners do not want to express the feeling of learning Chinese with other people,they lack emotional communication.Because the increasing numbers of Chinese in Hungary,learners have more opportunities to contact with Chinese,so the social strategies are frequently used.The correlation between Hungarian primary Chinese learners’phonetic learning strategies with gender,age and other foreign language experiences.We found that the average of female phonetic learning strategies was higher than that of boys,but the correlation between the gender and learning strategies is not significant.The relevance of Chinese learners of different ages in phonetic learning strategies is also not significant.The correlation analysis between other second language learning experiences and the phonetic learning strategies shows that there is no significant correlation between other second language learning experiences and learners’ Chinese phonetics learning strategies.In order to understand the difference,we take a contrast between Hungary student phonetic strategies and other country student phonetic strategies.Finally,the author compares the difference between the successful and unsuccessful Chinese phonetic learners,and finds that the average of successful phonetic learners is higher than that of unsuccessful phonetic learners.The author made the independent sample T test through SPSS21.0,found that successful and unsuccessful phonetic learners have significant differences in twelve learning strategies.Through interviews,the article made a detailed understanding in the use of twelve learning strategies between successful and unsuccessful learners,and discussed their reasons for differences in the use of phonetic learning strategies.They found that motivation for learning and phonetic concepts were the main reason for strategy differences.In conclusion,the article put forward some suggestions to Hungarian Chinese learners,Hungarian teachers and phonetics theaching strategy in hoping to promote Hungarian students’ Chinese phonetics learning.