The Survey On Vocabulary Learning Sreategy Application Of Intermediate Level Chinese Learners

This article aims to study the use of intermediate Chinese learners vocabulary learning strategies.The Chinese vocabulary learning strategy questionnaire was used as a research tool to quantify the use of Chinese vocabulary learning strategies for intermediate(second grade)international students at Shanghai International Studies University.The effects of country,gender,length of study,and academic performance on the choice of students' vocabulary learning strategies were explored.In addition,in order to strengthen the validity and credibility of the research,this paper combines static analysis with dynamic research.Through the classroom observation method,we investigate the teachers' guide to vocabulary learning strategies and the learners' choice of vocabulary learning strategies.The three groups of high-,middle-,and low-group learners were interviewed to explain,supplement and explain the questionnaires,and the relationship between learning effects and vocabulary learning strategies was further explored.The results of questionnaire surveys show that among the three strategies of metacognitive strategies,cognitive strategies and social-emotional strategies,the use of higher-order Chinese learners at Shanghai International Studies University is a social-emotional strategy;the country,duration of learning,and academic performance Different learners have significant differences in the use of vocabulary learning strategies.Classroom observations found that teachers' learning strategy guidance has a great influence on students' strategic choices.Teachers frequently use strategies that appear frequently in the classroom.The interview results show that high-level students will adopt appropriate and efficient learning strategies based on their own vocabulary learning situations,instead of mechanically adopting multiple strategies at the same time.Finally,on the basis of the research conclusions,the author puts forward suggestions for learners' vocabulary learning strategies and vocabulary teaching suggestions for learners.Learners should choose appropriate learning strategies based on their own learning characteristics and the ontological characteristics of Chinesevocabulary,cultivate good vocabulary learning habits,establish vocabulary systems,and learn to store vocabularies in context.The educator needs to guide the students to choose the corresponding vocabulary learning strategies according to the learners' individual circumstances and the different types of vocabulary they learn,and guide the students to output vocabulary through communicative activity training in the classroom.