Students' Chinese Input Learning Strategies Comparative Study

Based on the input hypothesis of language and the self-made language learning strategies scale, we take a questionnaire survey about the learning strategies of input study(listening,reading) among the foreign students in China. We describe the input learning strategies used by them, and then discuss the influence of gender facor, different learning time factor on input learning strategies. By the use of SPSS13.0, we research through qualitative research (interviews) and quantitative research (questionnaire).We found that the Chinese learners agree most on skill concept and mother language strategy in both listening and reading study. On the other hand, the difference is that learners have a clearer idea of reading study and they use strategies more frequently in reading. During listening Chinese learners use mother language strategy, exchange and seek help strategy and focus strategy. In reading study, there's no big difference in every factor points of management strategy and learning strategy parts. All of the strategies are often used except intensive and extensive input strategy. Mother language strategy is the most frequently used.We also found that gender factor have certain influence on input learning strategies. It seems that girls act more positive than boys; As the time past, learners use strategies more frequently through the years of their study. And we can see a high growth between the first and second years in the use of strategies. According to the analysis, we try to give some suggestions on Chinese input teaching strategies and strategy training.