An Empirical Study On The Relationship Between Chinese Learning Beliefs,Learning Strategies And Academic Achievements Of International Students Studying In China

The in-depth development of second language acquisition research and the"people-oriented" educational philosophy have led researchers to shift their research focus from "how to teach" to "how to learn",paying more attention to the role of learners' personal factors in foreign language learning.The language learning Beliefs of L2 learners not only affect the use of their learning strategies,but also affect their academic performance.The learning strategies are also investigated by many researchers and will affect their academic performance.There are many independent studies on Chinese learning Beliefs and learning strategies,or the study of Chinese learning Beliefs or strategies and achievements,but mainly in the English-speaking world.There are also some studies in the Chinese-speaking world,but the number is still relatively There are few studies on the relevance of Chinese learning Beliefs,learning strategies and academic performance.This study takes the students from Shandong University to China as a research object,borrows the Horwitz Language Learning Beliefs Scale and Oxford's Language Learning Strategy Scale,uses SPSS22.0 statistical software,and uses the mean,standard deviation,independent sample T test were used to analyze the pre-university Chinese learning Beliefs and strategies,and combined with pre-specialty factors such as gender,region and Chinese level,to analyze the differences in their use of Chinese learning Beliefs and strategies.The correlation and influence relationship between Chinese learning Beliefs,learning strategies and academic achievement.On this basis,five pre-university students were also interviewed,hoping to gain a deeper understanding of their Chinese learning concepts and learning strategies.The study found that:1.The overall language learning beliefs of the preparatory students is moderately high,the language learning is the strongest,and the language learning difficulty is the weakest.2.The overall strategy of pre-university international students is better,with the highest frequency of metacognitive strategies and the lowest frequency of memory strategies.3.The frequency of use of the male students in the overall situation is slightly higher than that of the female students,and there are certain differences in the specific five types of learning Beliefs,but these differences are not significant;the overall situation of Chinese learning strategies is used by boys and girls.The frequency difference is not large.Specifically,the female group uses the memory strategy,compensation strategy and emotional strategy more frequently;the male group uses the cognitive strategy,metacognitive strategy and communication strategy more frequently.4.The average group of students in the Asian group has the highest average learning beliefs.The three groups have different views on specific learning Beliefs,but the differences are not significant.In the overall learning strategy,the frequency of use of the three groups of preppy students is not high,only in Asia.There was a significant difference in the use of memory strategies with pre-university students in Africa.5.Although there are differences in the language learning Beliefs of high-low group pre-university students,they have not reached a significant level,and there is no statistical significance.The high-group and low-group pre-professional students have significant differences in the six Chinese learning strategies.6.There is a significant positive correlation between pre-university learning Beliefs and Chinese learning strategies.The overall language learning beliefs can explain the 15.5%variance.of Chinese learning strategies.The language learning nature beliefs has.the greatest predictive power for Chinese learning strategies.7,The five types of learning Beliefs are significantly positively correlated with academic performance,but only the language learning nature beliefs has entered the regression equation of academic achievement,and can explainthe variance of 3.9%of academic achievement.8.There is a positive correlation between the overall.learning strategies of Chinese language for pre-university students and Chinese achievement.The use of cognitive strategies can affect Chinese learning performance most,and it can explain the variance of Chinese learning scores of 27.2%.9.From the multiple linear regression equation analysis between learning Beliefs and Chinese learning strategies and academic performance,it can be found that only the cognitive strategy successfully enters the regression equation of the factors affecting academic performance,indicating that this variable has the greatest impact on Chinese academic performance.Explain the variance of the Chinese learning strategy of 27.2%.Finally,the author puts forward some relevant suggestions and inspirations,hoping to guide learners who use Chinese as a second language to establish positive language learning Beliefs,help students better master and use Chinese learning strategies,and improve Chinese learning effects.