Research On Learning Strategies In Chinese Trilingual Acquisition

Learning strategies are operations that learners use to facilitate the acquisition,is a common technical definition of learning strategies.retrieval,storage,and use of information(Rigney(1978)and Dansereau(1985)).Oxford(1989)defines language learning strategies as learners’ actions or behaviors that make learning other languages more convenient,more accurate,and more successful.Oxford(2003)believes that"language learning styles and strategies are one of the main factors that determine how students learn a second or foreign language."Entering the new century,with the advancement of technology and the increase of cultural and economic interaction,the demand for multilingualism has increased."Multilingualism" and "bilingualism" are important issues in linguistics today and are addressed in different ways.But there are not many studies on "three languages",which is still a good topic worthy of further study.According to reports,by the end of 2020,more than 20 million people from more than 180 countries will learn Chinese as an additional language(Sun,2021).Therefore,in order to improve learning efficiency,learners should choose the learning strategies of the highest universities.Therefore,the study of learning strategies in Chinese as a third language acquisition has important theoretical value and teaching guiding significance.This research aims to explore the differences in language learning strategies used by Iranian Chinese learners and foreign Chinese learners in the acquisition of Chinese as a third language,and to find out the most effective learning strategies in Chinese as a third language acquisition,with a view to helping my country’s trilingualism Learning from research and teaching is inspiring and helpful.The value of this research lies in:1.Complement existing research by extending our understanding of the learning strategy phenomenon;2.Investigate the differences in learning strategies used by Iranian students and foreign students;3.Understanding the above phenomena is beneficial to teaching and learning.The research results can help teachers guide Chinese as a trilingual learner,help students and promote trilingual Chinese acquisition.The focus of this study is the study of the learning strategies of Iranian learners of Chinese as a third language.The respondents of this study were divided into 51 students from Iran and other countries who learned Chinese as a third language(41 Iranian students(80.39%)-10 other countries(19.61%)(except China)).This study refers to the items in Oxford’s(1990)SILL(Strategy Inventory for Language Learning)questionnaire(Appendix A)to study the learning strategies of Chinese as a third language learners.In this article,I examine language learning strategies used by students in two ways.The first is the strategies used by all respondents(Iranian and foreign students),the comparison of the results of this study with the general statistical population shows that memory strategies,compensatory strategies and cognitive strategies are the most commonly used strategies.Metacognitive strategies,social strategies,and affective strategies were ranked lower in frequency.The second is the learning strategies used by Iranian and foreign students individually,and a comparison between the two groups.According to the index comparison between the two groups of Iranian and foreign students,foreign students have the highest proportion of using learning strategies,namely:memory strategies,compensation strategies,metacognitive strategies,social strategies,cognitive strategies and affective strategies.Iranian students use the highest proportion of learning strategies as:memory strategies,compensatory strategies,metacognitive strategies,cognitive strategies,social strategies and affective strategies.