Comparative Study On Chinese Learning Strategies Of International Students

The mastery of Chinese learning strategies is not only the core for foreign students to learn Chinese,but also the fundamental measure of learning Chinese learning and learning thinking for international students.Based on this,this dissertation takes the high-level Japanese and Russian students from Dalian International Studies University and Liaoning Normal University as the research object.On the basis of reviewing the research results of second language learning strategy at home and abroad based on the current situation and existing differences of Chinese learning strategies of Japanese students and Russian students,this study adopts the form of a combination of questionnaires and interviews.I hope I can understand how the Japanese students and Russian students use the Chinese word strategy.What is the basic situation? Is there a big difference? If there is,what are the factors that affect the difference?Based on the results of the analysis,it explores how to make use of the Chinese learning strategies of overseas students in different countries to teach students in accordance with their aptitudes so as to enhance the Chinese students' water quality.According to this research idea,this article is divided into five chapters:The first chapter is an introduction,introducing the origin and significance of the topic,the theoretical basis and literature review,as well as the methods and significance of this study.The second chapter of the study of the specific means of investigation,that is,questionnaire surveys and interviews design.The third chapter conducts data analysis and analysis of the questionnaire and interview data of this study,and compares and analyzes the differences of Chinese learning strategies between Japanese and Russian students.The fourth chapter is the result and the discussion,answering the questions raised in this research comprehensively and systematically,and putting forward the suggestion of teaching according to the result of the investigation.The fifth chapter is the last chapter of this thesis,reviewing the research results,reflecting on the shortcomings of this study and looking forward to the future research and development on Chinese learning strategies for international students.The results of this study show: First,the commonly used Chinese learning strategies of Japanese students are Social Strategies,Compensation Strategies,Cognitive Strategies,Metacognitive Strategies,Affective Strategies,and Memory Strategies.The commonChinese learning strategies for Russian students are social strategy,metacognitive strategy,cognitive strategy,compensation strategy,memory strategy,emotional strategy.Second,the Japanese students and Russian students in the use of memory strategies reflect the significant differences in the emotional strategies of both domestic students are the most obvious internal differences.Third,with the improvement of Chinese proficiency,no significant changes have taken place in the use of Chinese learning strategies by students from both countries.For Japanese students,there is a significant positive correlation between the variables of the two groups in terms of memory strategy and cognitive strategy,cognitive strategy and metacognitive strategy.The memory strategy and compensation strategy,cognitive strategy and there is a low negative correlation between the variables in each strategy group of two strategies.For Russian students,there is a low negative correlation between variables in each of the three strategies: memory strategy and social strategy,cognitive strategy and emotional strategy,emotional strategy and compensation strategy.