A Study On The Chinese Vocabulary Learning Strategies Of Foreign Students

This thesis is a study on the Chinese vocabulary learning strategies of foreign students. We asked 113 Japanese students, Korean students, European and American students to complete a vocabulary learning questionnaire. Based on the questionnaire, these students' beliefs and strategies about Chinese vocabulary learning are analyzed and contrasted. Results showed that, 1) overall, these learners predominantly believed that vocabulary should be carefully studied and put to use, though they emphasized the belief that vocabulary should be memorized less than other belief categories. They reported using a wide variety of vocabulary learning strategies, including both metacognitive strategies and cognitive strategies. The cognitive strategies that they used most are Looking-up strategies. 2) Students from Japan and Korea, and students from Europe and America exhibited significant differences both in the beliefs and in the use of some of the strategies. Students from Europe and America used more memory strategies than students from Japan and Korea. 3) More frequency and elaborate strategy use was associated with higher Chinese language proficiency, whereas less memory strategies were used with the progress of language proficiency. 4) Results also suggested that, to those students from Korea, Europe and America, some of their strategic behavior were strikingly different among beginners, intermediate or advanced learners. Finally, the underlying reasons were explored and some suggestions were given.