Correlation Study Between Chinese Learning Strategies Of The Medium And Senior Foreign Students And Their Other Individual Factors

With the continuous upgrading of China's economic and social status, " Chinese fever" has become an universal phenomenon in the global language communication system. Because the number of overseas students is increasing each year, according to the requirements of Teaching Chinese as a Foreign Language in the new situation, how to help foreign students learn Chinese better, more quickly and more effectively becomes an urgent problem for the teachers on Teaching Chinese as a Foreign Language.Based on summarizing the research results on Learning Strategies, the article selectes the medium foreign students and the senior ones in the Institute of International Education, Shandong University as research subjects and Learning Strategies in Second Language Acquisition as a breakthrough, uses the method of questionnaire survey to investigate the other individual factors of the medium foreign students and the senior ones such as gender, age, language and so on, and the use of Learning Strategies. The article uses EXCEL and Statistical Product and Service Solutions (SPSS) to input and calculate the use of strategies (mean, standard deviation), and uses some methods such as the correlation analysis between two factors, T test, multiple independent samples test and so on, to explore and analyze the differences on the use of Learning Strategies between the medium foreign students and the senior one, and the correlation between the foreign students learning strategies and some other individual factors.The thesis consists of four chapters. The first chapter is the introduction, which focuses significance of the study, the theories and research summary, and the influencing factors on Second Language Learning Strategies; the second chapter is analysis of the survey results between Learning Strategies and other individual factors, which introduces the research questions, subjects and instruments, then analyses the overall data and the correlation between Learning Strategies and other individual factors; the third chapter is discussion of the survey results between Learning Strategies and other individual factors, which summarizes findings and analyzes the reasons for these results; the fourth chapter is the conclusion, which summarizes the research findings, the revelation on Teaching Chinese as a Foreign Language, the limitation of the study and Suggestions for further study. The second and third chapters are the focus of the paper.Through the research we found:1. the foreign students often use Learning Strategies. Social strategies have very significant correlation with cognitive strategies and compensation strategies; cognitive strategies have very significant correlation with compensation strategy; metacognitive strategies have very significant correlation with memory strategies and affective strategises; affective strategies have very significant correlation with memory strategies. Although the sequence in the use of six types of strategies between the medium foreign students and the senior ones tend to be basically the same, T-test results show that it has a very obvious significant differences in the memory strategies and the use of cognitive strategies between the medium foreign students and the senior ones.2.1n the process of researching the correlations between Learning Strategies and some other individual factors, we found that except that there is no significant difference in gender, but the four aspects--- age, language, time of learning Chinese and Chinese language level, have significant impact on the use of some of the six types of learning strategies.Finally, in view of the research, the article puts forward some suggestions and enlightenments on Teaching and Learning Chinese as a Foreign Language, I hope this article can give some help for the people who work as the teachers on Teaching Chinese as a Foreign Language or would be interested in Chinese.