The Study On Spoken Chinese Learning Strategies Of Foreign Students From Kazakhstan

The study of Mandarin has certainly grown, and more and more foreign students are starting to come to China for learning Chinese. Therefore, the study of learning strategies has become one of the main important issues of researchers. But so far, a great number of researchers focused their attention in researching on the basis of English as a second language at home and abroad. And the study of Chinese as a second language occupies only a small part of the whole investigation and study. And even, there is few research about spoken Chinese learning strategies. On the other hand, as the core region of the Silk Road Economic Belt, Xinjiang is actively developing the cause of science and education, and promoting the cooperation with countries along the Silk Road Economic Belt. As a result, international students from central Asia have been attracted to the advantages of Xinjiang, like economy, language, culture and geographical location. Among them, Kazakhstan students ranks first.The study makes a summary of the research achievement about the second language learning strategies, and uses the questionnaire based on Oxford’s Strategy Inventory for Language Learning to identify the spoken Chinese learning strategies used by elementary and intermediate level foreign students from Kazakhstan in Xinjiang.The thesis is comprised of five chapters.The first chapter gives basic introduction about the research, including its background、 significance 、 subjects and methodology. The second chapter states the definition and classification of the second language learning strategies first, and discusses the influencing factors about the different learning time span Kazakhstan students’ utilization of learning strategies. The third chapter briefly introduces the design and the usage of the questionnaire, and also analyses its variants and objects. Then, this thesis analyses and discusses the results collected about the usage of learning strategies of Kazakhstan students, from their usage frequency. And pointed some relevant problems existed. The fourth chapter draws a conclusion according to the analysis in the third chapter and puts forward pedagogical implication on spoken Chinese learning. The last chapter is epilogue. The thesis states its limitations and some suggestions are given for further study.The investigation results show that the Kazakhstan students use these six learning strategies regularly. Comparatively speaking, they use the metacognition, social, compensation strategies the most, but they use cognition, affective and memory strategies the least. The length of Chinese learning time of Kazakhstan students will affect the usage of metacognition, cognition and memory strategies, but it won’t affect the usage of social, compensation and affective strategies.