Study On The Correlation Between Tolerance Of Ambiguity And Learning Strategies Of Intermediate Chinese Learners In Myanmar

This paper investigates the Chinese ambiguity tolerance and Chinese learning strategies of 159 primary and intermediate Myanmar Chinese learners from the Confucius Classroom of Oriental Language and Business Center in Yangon,Myanmar.Attempts were made to answer the following questions:1.What is the level of ambiguity tolerance of primary and intermediate Chinese learners in Myanmar?2.Are personal factors related to the ambiguity tolerance of primary and intermediate Chinese learners in Myanmar?3.What is the use of learning strategies of primary and intermediate Chinese learners in Myanmar?4.Are personal factors related to the learning strategies of primary and intermediate Chinese learners in Myanmar?5.Is there a correlation between ambiguity tolerance and learning strategies of primary and intermediate Chinese learners in Myanmar?Through the analysis of the research data and results,it is found that the ambiguity tolerance of primary and intermediate Burmese Chinese learners in the process of Chinese learning generally presents a medium-high level,and most of the subjects belong to the group of moderate ambiguity tolerance and the group of high ambiguity tolerance.Gender,HSK level,local and non-local Chinese teachers,region and major are not significantly correlated with Chinese ambiguity tolerance.Chinese Burmese,age,student type,Chinese learning time and intermediate and elementary Chinese learners are significantly correlated with Chinese ambiguity tolerance.The "frequently used" strategy of primary and intermediate Chinese learners in Myanmar is social strategy,while the use of the other five strategies is "sometimes used",which indicates that in general,the frequency of all learning strategies used by primary and intermediate Chinese learners in Myanmar is low,and most Chinese learners only sometimes use learning strategies.Gender,HSK level,Chinese learning time,native and non-native Chinese teachers,region,major,and student type are not significantlycorrelated with Chinese learning strategies.Chinese Burmese,age,and elementary and intermediate Chinese learners are three individual factors that are significantly correlated with Chinese learning strategies.By studying the correlation between Chinese ambiguity tolerance and Chinese learning strategies of primary and intermediate Chinese learners in Myanmar,it is found that there is a negative correlation between Chinese ambiguity tolerance of primary Chinese learners and the use frequency of learning strategies,that is,the higher the ambiguity tolerance of primary Chinese learners,the lower the use frequency of learning strategies.The lower the ambiguity tolerance of primary Chinese learners,the higher the frequency of learning strategies.There is a positive correlation between the Chinese ambiguity tolerance of intermediate Chinese learners in Myanmar and the frequency of using learning strategies,that is,the higher the ambiguity tolerance of intermediate Chinese learners is,the higher the frequency of using learning strategies is.The lower the ambiguity tolerance of intermediate Chinese learners,the lower the frequency of learning strategies.