A Study On The Relationship Between Personal Factors Of Chinese Students In Southeast Asia And Chinese Learning Strategies

Language Learning Strategies mean some measures and behaviors, whichlanguage learners take to help language learning in order to achieve a certain goal.The usage of language learning strategies will influence the study of second language,even in a positive way actually. Therefore, getting to know how overseas students uselanguage learning strategies will help teachers teach Chinese better. The usage oflanguage learning strategies will be affected by many factors, such as individual age,gender, mother language, studying time and studying level.This essay is based on the summary of some researches related to learningstrategies of the second language in domestic and overseas, and the SILL (StrategyInventory for Language Learning) authorized by Oxford in1990. This essayinvestigates the relationship between individual factors and Chinese learningstrategies for Southeast Asian students, by using SPSS18.0to make DescriptiveStatistics, Pearson Product-moment Correlation, One-way Analysis of Variance, andIndependent-samples T-test，according to questionnaire surveys among279overseasstudents in Yunnan from Thailand, Vietnam, Laos, Cambodia and Burma.The essay is divided into four chapters. Chapter1introduces the reason forchoosing the topic and its significance; the overview of research for language leaningstrategies and related theoretical results in domestic and overseas. Chapter2introduces the research measures and procedures, and makes classifications; Chapter3summarizes the collected data, and discusses the relationship between individualfactors and learning strategies from Southeast Asian students. Chapter4summarizesthe relationship between learning strategies and learning effect, proposes theenlightenments and suggestions in this survey and the deficiencies of this essay.Chapter3and Chapter4are emphasized. The research finds: there is no prominent connection between individual factorsof overseas students and learning strategies, but there is a significant correlation in theuse of various strategies on specific learning. Chinese, mother language aresignificantly related with social strategies; metacognitive strategies are significantlyassociated with learning time or age; compensation&affective strategies aresignificantly connected with learning time and learning levels. However, thecognitive strategies and memory strategies are less affected by individual factors. Inaddition, for the present situation that Southeast Asian students use learning strategiesinsufficiently, there are some enlightments and suggestions. Hope to offer help forChinese language teaching in the future.