Comparative Study On Foreign Students' Verbal Output And Written Output Learning Strategies

Inspired by Output Hypothesis and taking it as theoretical foundation, this thesis combines theoretical research and empirical research to compare foreign students'Chinese verbal output learning strategies and written output learning strategies. On one hand, it is meant to make the detail analysis of differences between output learning strategies and written output learning strategies to reveal their respective characteristics; on the other hand, it is meant to sum up the total characteristic of the whole output learning strategies and its effect to second language acquisition, so as to better guide foreign language teaching and learning.We firstly design questionnaire according to Likert Scale on the basis of interview to investigate foreign students'learning strategies in speaking and writing from the three aspects of learning concept, management strategy, and learning strategies; and then use the psychological statistics analysis software SPSS 17.0 to analyze data collected from questionnaires:first, respectively analyze and describe foreign students'strategy use in spoken study and writing study and thus conclude their respective characteristics; second, make comparative analysis to summarize their similarities and differences; finally, puts forward the Chinese skills teaching countermeasures and strategy training suggestions.The result of the study shows that the rate of strategy use in oral output is higher than that in written output. Foreign students haven't attached enough importance to writing learning. Foreign students'learning strategies in oral output and writing output have no difference in the four aspects of view of ability, met-cognitive knowledge, compensation strategy, draft strategy, and have significant differences in communicative view, cooperative strategy, and emotional strategy.It is a profitable try for this study to combines strategy study with Output Hypothesis to compare strategies of the two kinds of output, which has certain significance for concluding characteristics of output learning strategy, deepening the research of learning strategy, guiding Chinese teaching and learning and strategy training.