Survey On The Strategies For Learning Chinese Among Native College Student Of Vietnam

This paper take the university of foreign languages under the Vietnam national university Hanoi as anexample, investigates the Vietnam full-time undergraduates’ learning strategies, which under the VietnamChinese teachers education, and the author found some questions on the use of learning strategies, and putforward some corresponding suggestions.This paper is divided into four parts. The first part is the introduction of the study background andmethod, the second part is the theoretical basis, the third part is the investigation and analysis, and the lastpart is the discussion of the survey’s results. In the first part, the author introduces the study background,the theme’s origin, the survey’s method, the paper’s content and significance. In the second part, the authorgives a brief introduction to the general situation of learning strategies both at home and abroad, and then,the analysis and discussion of the definition and classification of learning strategies have made, and thetheoretical basis of this study finally determined. The third part is the data analysis of this research. Thesurvey is based on the undergraduate students as samples, in the Chinese department in Hanoi nationaluniversity Vietnam. the questionnaire are entirely made by the Oxford’s Strategy Inventory for LanguageLearning (SILL). The first step of this investigation is to categorize students, according to the study of thelength of learning time they can be divided into primary level, intermediate level and advanced level, andthen use questionnaire to test their Chinese language learning strategies, finally by SPSS19.0and EXCELdata statistical software to analyze the survey data statistics. The result can be divided into five aspects ofthe analysis. The first step is analyze the usage phenomenon of each strategy question of all learners byobserving their average score. The second is make a descriptive analysis of learning strategies for Vietnamnative colleges to survey their usage of learning strategies. The third step is to analyze the influence of thelearners learning strategies which the gender lead to. The fourth is analyze the usage of the three grades andcompare the difference in order to explore the length of the learning time whether influence them to chooselearning strategies. The fifth is a comparison between this survey’s conclusion and Xia Lin&Ke Lv’ssurvey result which based on Vietnamese foreign students in2005, which the purpose is to exploreenvironmental factors whether environmental factors have an effect on learning strategies. The surveyshowed that:(1) Learners are likely to remember the new words by means of imagination and inclined to study Chinese with the help of Chinese film and TV programs. If meet difficulties in communication,they will adopt the method of substitution to finish talking, but they don’t have the habit to make a learningplan.(2) The difference in gender has no effect on the usage of learning strategies.(3) The most commonly usedstrategy is the compensation strategy among the Vietnamese college students who learning, and the socialstrategy is the least commonly used. There assists significant difference between schoolboys andschoolgirls of different learning time on the use of metacognitive strategies, social strategies and memorystrategies.(4) Environment have an impact on the use of learning strategies.The last part is based ondiscussion of the conclusion of this survey. The fourth part is the discussion of the results of the survey. Themain contents of the discussion are:(1) The teacher’s teaching method is one of the reason which lead toVietnam local college students who use Chinese language learning strategies not actively, so changing thelocal teacher’s teaching method is essential, teachers will be accept the learning strategies’ training andchange the their position in teaching activities.(2) The study found that the success of second languagelearners will actively use a variety of learning strategies, so the students have to accept strategies’ trainingtoo.(3) The frequency of the Vietnamese students use memory strategies and cognitive strategies isgenerally low, the use of affective strategies is also lowly, so the teachers must strengthen the training ofthese three strategies of students used.