Research On The Relationship Between Intermediate Foreign Students' Oral Chinese Learning Strategies And Learning Effects

As the "Chinese hot" rising in the world,more and more foreigners start to learn Chinese,so study on Chinese learning as second language is extremely important.However,as so far,the study home and abroad of Second Language Learning Strategies(SILL)almost focus on English as second language learning,there is not so much study on Chinese as second language learning,and it is especially be lack of study on oral Chinese learning strategies.The increasing number of intermediate foreign students appeals us to do much relevant study.This thesis uses the questionnaire based on Oxford(1990)' s Strategy Inventory for Language Learning to survey the oral Chinese learning strategies used by intermediate foreign students in Nanjing University,and to discuss the relation among intermediate foreign students'oral Chinese learning strategies and learning effects.In order to get the learning effects of foreign students,wo use oral fluency analysis,which has not been used in relation among oral Chinese learning strategies and learning effects before.Through the survey and analysis,we find that:(1).Intermediate-level foreign students learn Chinese in China often use social strategies,compensation strategies,then cognitive strategies,meta cognitive strategies and memory strategies,they seldom use affective strategies.Foreign students often use "II try to understand Chinese culture","when i chat with Chinese,if i do not know how to say some word,i ask him or her","I will try to concentrate on what someone is saying" "I ask questions in Chinese" "When I don't know how to express Chinese correctly,I use a different way to express the idea","Although I might make some mistakes,I encourage myself to speak Chinese".(2).When intermediate-level foreign students learn Chinese,there is a significant negative correlation among compensation strategies and learning effects.Some strategies have negative correlation with learning effects,while some have positive correlation with learning effects,however,the correlation is not significant.We can say almost all strategies have no significant correlation with learning effects,that means these strategies affect the study effect of learners' spoken Chinese through interaction.And "If I do not know the right one how to say,I create a new word " have a significant negative correlation with learning effects.(3)Strategies which intermediate foreign students think most useful are:"I have a Chinese language partner or Chinese tutor.We often meet and communicate in Chinese","Although I might make some mistakes,I encourage myself to speak Chinese ","I practice the sounds and tones of Chinese" "I try to notice and correct my oral Chinese errors".But according to our study on relation among intermediate foreign students' oral Chinese learning strategies and learning effects,these strategies have no significant correlation with learning effects.That also means these strategies affect the study effect of learners' spoken Chinese through interaction.According to this study,we give some suggestions about teaching Chinese as a foreign language:Oral Chinese learning strategies' using frequency is relatively high overall but its effectiveness is relatively low,so teachers should guide students how to use Oral Chinese learning strategies and organize students practice the situation in which students may meet some problems.