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A Study On The Differences In The Use Of Chinese Learning Strategies For Foreign Students

Posted on:2015-04-17Degree:MasterType:Thesis
Country:ChinaCandidate:R J XieFull Text:PDF
GTID:2175330431467345Subject:Chinese international education
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Chinese, as one of the major international languages, has raised attention from language learners across the globe nowadays, In the meantime, more concerns and discussions have been paid to the learner factors manifested in the process of Chinese learning. Among all those learner factors, language learning strategies have drawn much attention during the recent years. By studying the overall use of learning strategies and investigating the differences in strategy use among students with distinctive individual factors(in real Chinese teaching and learning contexts), scholars may provide constructive implications and suggestions to the future development of Chinese teaching methods.Based on the definitions, contents and classifications of language learning strategies which were developed during the past decades, the purpose and methodology of this research are first of all determined. In the next stage, a questionnaire is designed with reference to SILL(Strategy Inventory for Language Learning), which was created by Oxford. With this questionnaire, a survey is conducted on foreign students studying Chinese at College of International Students of Yunnan University and successfully collects the data on their language learning strategy use. By analyzing those data, this research summarizes the overall situation of their language strategy use and finds the differences in language learning strategy use which are caused by the differential factors of the students. In the last stage of this research, a course design, which is targeted on instructing learning strategies to students, is proposed, and a teacher training method which corresponds to the course design is discussed. A number of suggestions are also provided to the current situation of language learning strategy research in the area of Chinese teaching and learning.The Literature Review in this thesis gives a retrospection to the development of learning strategies research during the past decades, introduces different strategy classification models, especially the six-category model proposed by Oxford, and overviews a number of representative literatures of learning strategy study in TCSL(Teaching Chinese as a Second Language). Thereafter, the subject and the methodology of this research are determined. In Part Three, a questionnaire is created on the basis of Oxford’s SILL(Strategy Inventory for Language Learning), to cover the investigations into both student background information and use of learning strategies, then a survey is conducted on the international students studying at College of International Students of Yunnan University. In Part Four, the collected data are analyzed by using SPSS and an attempt is made to discover the overall differences between the use of different categories of learning strategies as well as the impacts of Chinese language learners’ different individual factors on the use of learning strategies. Part Five draws a conclusion to the research and proposes suggestions and implications to TCSL practice and research, including a tentative curriculum design targeted on learning strategy instruction and teacher training. At the end of this part, shortcomings of this research are summarized.
Keywords/Search Tags:Teaching Chinese as a Second Language, Language Learning Strategies, Individual Differences of Language Learners
PDF Full Text Request
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