An Investigation On The Listening Learning Strategy Of Myanmar Students With Intermediate Chinese Level In Kunming

This study is based on the Rebecca Oxford(language learning strategy scale,and refers to the scale of O‘Malley and Chamot and Wu Yongyi in the classification and small projects.The scale is combined with the actual situation of Myanmar students who have been investigated and interviewed A total of 101 middle-level Chinese students from Myanmar were investigated,and the data of the research results were analyzed by SPSS(version 22.0),including descriptive statistical analysis,independent sample T-test,ANOVA,Pearson correlation and linear regression analysis,post-multiple comparison.According to O'Malley and Chamot listening learning strategies(1990)classification theory.this paper analyzes the relationship between each listening learning strategy and different individual factors.(1)The overall situation of Myanmar students with intermediate Chinese level shows that the frequency of learning strategies used by Myanmar students in Chinese listening learning is at a medium level.In addition,there is no significant difference in the use of the three types of listening learning strategies by Myanmar students.The three types of learning strategies are ranked from the highest to the lowest according to the size of the average: Social / affective strategies,cognitive strategies and metacognitive strategies.(2)The most commonly used learning strategies for Myanmar students are social emotional strategies.The most frequently used strategy of Myanmar students in listening learning is to choose discussion and learn with others,including questioning strategies such as asking teachers to correct mistakes.(3)learning strategies in three categories,the least frequent use of metacognitive strategies is Myanmar students‘ less monitoring and evaluation of their own learning of Chinese.We should strengthen the awareness training of metacognitive strategies to improve the level of Chinese through summary and reflection.(4)The results of this study indicate that gender,Chinese non Chinese,family and community language environment,nationality,religious beliefs and other factors also have a correlation or influence on 1-3 learning strategies of Myanmar students.Motivational factors are the most relevant to the learning strategies ofMyanmar international students,and the individual factors with the most listening learning strategies are memory,prediction,planning / setting goals,monitoring /evaluation,Encourage / emotion regulation,questioning,discussion and cooperation.In view of the above conclusions,This paper puts forward some suggestions,including cultivating students‘ emotional strategies imperceptibly,Cultivating and developing the use of Chinese listening learning strategies for Myanmar students,"precise policy" for myanmar students with different learning motivations,etc.It is hoped that the above research and suggestions can provide some reference and help for Chinese teaching in related fields.