Research On Chinese Learning Strategies Of Undergraduates In Cambodia

As with many parts of the world, while learning Chinese as a foreign language is moreand more popular, Cambodia is one of the major countries to focus on learning Chineselanguage. There are many reasons that relate to learning this specific language, but the mostimportant is that Chinese is one of the vital international languages of the world, and Chinaremains Cambodia’s closest trading partner. It is for these reasons that the researcher hasconducted a study related to learning Chinese in Cambodia.This study mainly investigated strategies used for Chinese learning by Cambodianundergraduates, the differences in strategy use between genders, grades, and at the same timeexplored the reasons that motivate them to learn Chinese, and the common problems they facewhile learning Chinese. Chapter1introduces background, overview, significance, and contentand methods of research. Chapter2describes the following five theoretical foundations:concepts of language learning strategies, language learning features, classifying languagelearning strategies, factors affecting strategies chosen, and language learning motivation.Chapter3describes survey methods including survey design and purpose, sample selection,measurement tools and implementation, and data collection procedures. Chapter4illustratesthe analysis of the survey results including the reasons that Cambodian undergraduates learnChinese, their Chinese learning strategies status, Chinese learning strategies application, andthe problems they face in learning Chinese. Chapter5is the end of the research. It describesthe research conclusions, recommendations to strengthen and improve Cambodianundergraduates’Chinese learning strategies, and plans for future research.In this study, the main research methods were classroom observations, interviews andquestionnaires. The study participants were98undergraduates studying Chinese as a bachelordegree at Royal University of Phnom Penh in Cambodia. For quantitative data, the students’Chinese learning strategies were measured by using Oxford’s (1989) Strategy Inventory forLanguage Learning (SILL). The qualitative data was collected by class observations andinterviews.The study results revealed that Cambodian undergraduates learning Chinese were to geta better job. And during their study, learning vocabulary was the biggest problem, followed bypronunciation and grammar. They used the most metacognitive strategies and the leastmemory strategies in learning Chinese. There was no significant difference in learningstrategies used by different genders. However, there was a significant difference inmetacognitive strategy used by different grades. Finally, the research suggests that Cambodianundergraduates should pay more attention on memory strategy because the study resultsshowed that this strategy was the least used. Basically, this strategy is one of the key strategiesto master Chinese. To improve oral Chinese they should speak Chinese, not Cambodianlanguage during class discussions and try to practice more with Chinese people living inCambodia. To learn Chinese quickly, the students should not depend only on the lecturers;they need to source learning materials by themselves through the media, libraries andbookstores. The lecturers should also teach the students based on the four language skills andthe real classroom environment, and not just finish textbooks as scheduled. They should change the classroom atmosphere or teaching methods. By doing so, the drop-out rate fromChinese major course will be reduced. Last but not least, future researchers should focus moreon studies related to teaching and learning Chinese in Cambodia and the government shouldadd Chinese language to the public school curriculum starting from junior high school inorder to increase more Chinese language learners.