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The Survey On Chinese Learning Strategies Of Elementary-level Mongolian Students

Posted on:2013-11-12Degree:MasterType:Thesis
Country:ChinaCandidate:Y H WuFull Text:PDF
GTID:2235330374483523Subject:Chinese international education
Abstract/Summary:PDF Full Text Request
Learning strategy plays an important role in language study, because it reflects students’study discipline while study discipline has great influence on teaching discipline. In recent years, Mongolians’demand for Chinese learning has increased dramatically, and the number of people who learn Chinese in Mongolia is more and more. But for various reasons, most of those people are in elementary or middle level, but so far less relevant research. So it is particularly important to study the elementary-level Mongolian Chinese learners learning strategy.This paper uses a questionnaire survey, mainly adopting the Oxford’s Strategy Inventory for Language Learning(1990), to research the elementary-level Mongolian Chinese learners learning strategy. This paper takes54Mongolian Chinese-major freshmen as the research object. With the help of statistical software SPSS13.0, T-test, ANOVA and the description of the statistic analysis are employed to analyze the collected data, and suggestions for Chinese teaching are given by the research results.Results show that, elementary-level Mongolian Chinese learners most often use metacognitive strategies, followed by social strategies, memory strategies, emotional strategies, cognitive strategies and least use compensation strategies, among which there is no always or never used learning strategy. Elementary-level Chinese students of different gender, motivation and achievements have differences to use learning strategies to a certain degree. Gender doesn’t influence significantly in using learning strategy. Except cognitive strategies and emotional strategies, girls use other learning strategies more than boys, and there are some differences of using each learning strategy. Except compensation strategy, students with interest and work motivation most frequently use other learning strategies, and have differences of using learning strategies from students who are only with interest or work motivation. Except emotional strategy, students with high mark consciously use learning strategies more frequently than students of low mark.According to the research results, the paper gives suggestions for practical teaching: group teaching and increase the usage of learning strategy and so on.
Keywords/Search Tags:elementary-level Mongolian students, Chinese learning strategies, gender, Motivation, achievement
PDF Full Text Request
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