Research On Oral Chinese Learning Strategies Of Chilean At Primary Level

As an important part of SLA studies at home and abroad, many research results have been achieved on Chinese learning strategies. However, few studies on learners whose mother tongue is Spanish were carried out, let alone those on learners in a certain Spanish-speaking country. Therefore, this research is carried out among Chinese beginners in Confucius institute in Chilly Christian University and Confucius School so as to explore the use of oral Chinese learning strategies by primary learners in Chilly, relationship between its use and individual factors and between its use and oral Chinese marks.The writer exploits learning strategies framework put forward by Oxford in the form of questionnaire as well as interview.45Chilean Chinese learners at primary level participated in this study. The data were processed by means of descriptive statistics, T-test, standard deviation analysis and Pearson correlation analysis. The results shows that during the oral Chinese learning,:1) strategies they most frequently used are social strategies, metacognitive strategies and cognitive strategies, the less frequently are memorizing strategies and affective strategies, and the least frequently is compensation strategies. The frequency with which they use strategies is at a middle level.2) age, learning motivation and learning time and the use of strategies play significant role in oral Chinese learning. The elder the participants are, the more frequently they use metacognitive strategies, cognitive strategies and memorization strategies. Participants who have learned for12months and those with strong motivation use strategies more frequently than those who have learned for5-6months and those with weak motivation. However, sex exerts no significant role in using strategies.3) the frequency with which they use compensation is positively correlated with oral Chinese marks. Also high mark group is more frequent than low mark group in using compensation strategies. As the results shows, we have obtained11kinds of strategies in oral Chinese strategies at primary level.This thesis consists of five parts. The first chapter gives an introduction on research background and its significance. The second chapter reviews drawbacks of the studies on second language learning strategies and spoken language learning strategies, as well as the individual factors affecting language learning strategies and the effectiveness. The third chapter gives a brief introduction about the research including research questions, subjects, methodology, data collection and analysis. The fourth chapter analyses and discusses the results collected. The last chapter draws a conclusion for the research and puts forward pedagogical implications on oral Chinese learning. Also, some limitation and suggestions are given for further study.