The Research On Leaning Strategies Of Thai High School Students Under The Environment Of Non-target Language

With the deepening of the international promotion of Chinese language, more and moreforeign students start learning Chinese in overseas, the learners of different countries and regionsshow diversified characteristics. From the perspective of the related research achievements ofrecent years, the Chinese as a second language learning strategy research, in the majority with alllearners national research; There are a few achievements of learners in Asian countries as theresearch object of work, but focused on Japan and South Korea on Chinese learners’ learningstrategy research, and related research for Chinese learners in Thailand is still very weak, and therelevant data is very small. In order to better help students to improve their Chinese level andpromote Chinese culture in Thailand, we believe, it is very necessary that we study their Chineselearning strategy.This research is mainly aimed at Thailand high school students in the non-target languageenvironment (203students from Thailand Rayongwittayakom School as an example), to studytheir use of learning strategies in their learning Chinese. Firstly, based on the study of Chinese asa second language learning strategy, the author use quantitative and qualitative research methods,then analyze and discuss the use case of the respondents’ Chinese learning strategies. Results ofthe study showed that in the non-target language environment, the high school students inThailand learning the Chinese language on the learning strategy use case from high to low is:social strategies, metacognitive strategies, compensation strategies, cognitive strategies, memorystrategies and affective strategies. Secondly, we also started from the gender, family background,motivation and the level of Chinese and Chinese learning strategies in four areas, and to analyzehow individual factors affect the use of Chinese language learning strategies. Finally, we alsomade some specific proposals to encourage teachers to actively guide the learners constantlytrying to choose their own learning strategies, and ultimately to improve the efficiency and levelof Chinese learning effect.