Comparative Study On Foreign Students Chinese Language Input And Output Learning Strategy

Since the1990s, the research of is one of important aspects of language acquisition study. The scholars at home and abroad had various researches about learning strategy, but few people divided the language skills into two types of input and output. And the vertical and horizontal comparative study is also seldom.This study is based on the previous people’s classification of learning strategy. It combines with the interview for international students and designs a questionnaire about the foreign students’ learning strategy using conditions of listening, speaking, reading and writing. Then we analyze the data with the help of SPSS17.0. This paper will discuss the similarities and differences of the foreign students’ learning strategy using conditions in input and output. The study also will research the influence of the gender, cultural background and the Chinese language level of students to the foreign students’ learning strategy using conditions.The study finds that the students’ score in the study concept is higher than in the management strategies and the learning strategies. It shows that the students have the consciousness of learning strategy. The international students pay more attention to the acquisition of oral Chinese. They have high scores on oral Chinese’s monitoring strategy, plan strategy and the strategy of deal with the barriers. But they often use mother language rarely use the summary and absorbing strategy during the process of oral expression. They care about writing. The female pay more attention to make plans, summarize and absorb than the male. But the male get more scores in cognitive strategies and the strategy of deal with the barriers. The students who don’t come from the Chinese character circle have more scores in the strategies of exchange for help, deal with the barriers, summarize and absorb than the students who come from the Chinese character circle. But the students who come from the Chinese character circle make more plans. The students of primary level don’t have clear concept of learning strategies. They don’t know how to use various strategies in the course of learning. The students of intermediate level can often use all sorts of strategies to help understand and express after a period of study and exploration. The reasons which cause these results maybe as follows:Firstly, the eager expression requirement let the students pay more attention to oral Chinese. Secondly, the difficulty of the writing make the students had the fear mood of writing. Thirdly, the female’s character let they pay more attention to plan and sum up than the male. Fourthly, different cultural background causes the students who don’t come from the Chinese character circle like to use the strategy of exchange for help. But the students who come from the Chinese character circle make more plans. Fifthly, the low Chinese level is the main reason that the students of primary level don’t use the strategies often.Finally, this paper put forward some suggestions to teaching Chinese as a second language about teaching countermeasures and strategy training.