Research On Sudanese Students’ Chinese Learning Strategies Based On Cognitive Style Theory Taking The Confucius Institute At Khartoum University As An Example

Cognitive style has a very important position in educational psychology.It mainly refers to an individual’s biased choice of thinking when solving problems.In the process of second language acquisition,the most common cognitive styles are:Field-dependent and field-independent.Due to the different cognitive styles,the learning strategies that students will choose are also inconsistent.Therefore,in the teaching process,it is necessary to carry out an overall,complete,scientific and effective classroom teaching design for different students.The main problem highlighted by the Chinese teaching in the Confucius Institute at the University of Khartoum in Sudan is that teachers’ focus is on how to teach,and they don’ t pay too much attention to how students learn,and the classroom teaching model is imperfect and needs to be optimized.Nowadays,the research on Chinese language teaching has shifted from the traditional how to teach to how to learn,and the pace of research by scholars is also shifting to being student-centered,paying attention to students’ learning psychology and cognitive style.During the implementation of Chinese teaching at the Confucius Institute at the University of Khartoum,Sudan,teachers did not fully consider students’cognitive styles and learning strategies.No scholars had paid attention to this research before.This is a relatively new research topic.The author is an international student from Sudan and has certain advantages in obtaining information and data.Therefore,based on Wiktin’s cognitive style theory,this article conducts a research and investigation on the learning strategies and classroom performance of students at the Confucius Institute at the University of Khartoum,using Oxford（1990）"Language Learning Strategy Scale"（SILL5.1）Conduct a questionnaire survey to analyze the impact of field cognitive style on learning strategies,and use interviews to further corroborate the content of the research.The author explores the cognitive style and learning strategies of Sudanese Chinese learners through quantitative and qualitative analysis,which is also the central goal of this article.This article mainly includes the next five chapters:The first chapter is the introduction.Mainly discuss the significance of the subject and related research results,research purposes,research objects,and research methods.The second chapter mainly uses measurement tools to determine the cognitive style of the students of the Confucius Institute at the University of Khartoum,Sudan.The author adopts the Embedded Figures Test,which is often used at present,and uses the field-independent/field-dependent two latitudes as the test standard.Through experiments,it was found that among the 120 students tested,61 were field-dependent and 59 were field-independent.Analyzing the results of mosaic graphics,it is found that gender differences will not affect the division of field cognitive styles.At the same time,through classroom observation experiments,we focused on observing the behavior of 60 trainees,which corroborated the result of mosaic graphics.The most central content of Chapter 3 is the questionnaire and analysis.The students of the Confucius Institute are used as the research objects to conduct questionnaire surveys and interviews.The questionnaire is divided into two parts at the time of design.The first part is a survey of students’ basic information,and the second part is the use of students’ learning strategies.The scores of students are counted to determine their use of learning strategies.Four students conducted interview analysis and supplemented students’ use of learning strategies based on the results of the interviews.Analyzed the influence of different cognitive styles on the selection of learning strategies,and analyzed the characteristics of students’ learning strategies from the two cognitive styles of field-dependent and field-independent people,and reached corresponding conclusions.The fourth chapter is based on the analysis of the survey and interview results,and puts forward suggestions for teachers’ teaching strategies.The fifth chapter is the conclusion,which mainly summarizes the research results,research prospects and shortcomings of this article.