Investigation And Suggestions On Chinese Learners's Chinese Learning Styles

A classroom environment made up of students from different countries learning Chinese as is the case at Shanghai international studies university needs to be student centered andbear in mind students? inherent differences and needs.Individualized learning can be realized in a Chinese learning class of students from different countries when students? individual differences are recognized and acknowledged.This research stems from the abovementioned argument and theory to research the Chinese learning styles and personality traits of middle and high level Chinese learners in Shanghai international studies university through the use of SPSS software and questionnaire method,namely Chinese learning style questionnaire and MBTI personalityquestionnaire.The study revealed that majority of middle and high level Chinese learners in Shanghai international studies university prefer dependent,intuitive,comprehensive and individual learning styles,with a strong preference for dependent(9.3478)and intuitive(9.2174)style.As for personality types,most of the students are oriented towards judgment(J)56.5% and sensing(S)54.3% personality type.Hence,teachers can incorporate different methods in order to cater to every student?s learning style,such as exercises in analyzing details to improve their writing ability,from general to specific,also include small group activities,role play and other activities to cater for students who prefer dependent learning style.For those who are oriented towards intuitive learning style,teachers can use methods geared towards tapping into and improving such students? creativity and imagination.For example allowing them to seek for solutions on their own,emotive reading,reading in small groups,reading together out loud,reading alongside a recording and others.Such activities can be incorporated to light up students? imagination and make the content more interesting.Hopefully this study can provide reference for teaching Chinese as a foreign language.