Intermediate Level International Students In Northwest Normal University A Survey Of Chinese Vocabulary Learning Strategies——subtitle

Based on the scale of Chinese vocabulary learning strategies compiled by Qiang Wei of Beijing Language and Culture University,and referring to the research results of relevant scholars at home and abroad on vocabulary learning strategies,this paper re adapts the scale according to the actual situation of Chinese vocabulary learning of middle-level international students in our university Deep vocabulary knowledge test.This paper investigates 45 foreign students in the middle stage of Northwest Normal University from five dimensions: metacognitive strategy,social / emotional strategy,resource strategy,cognitive strategy and flexible strategy.It analyzes the overall situation of the use of vocabulary learning strategies by foreign students in the middle stage of our university,and the differences in the choice of Chinese vocabulary learning strategies among foreign students of different nationality,gender and language level And the relationship between vocabulary learning strategies and vocabulary learning effect,in order to help the middle-level students in our school to teach and learn Chinese vocabulary.By analyzing the collected data with spssl9.0 statistical software,the following conclusions are reached:(1)Through descriptive analysis of strategies in various dimensions,it is shown that foreign students use five learning strategies when learning Chinese vocabulary,and have the highest metacognitive strategy scores,followed by cognitive strategies,social /affective strategies,utilization strategies,and Resource strategy.(2)By comparing the use of various strategies by international students of different nationalities,it is found that the strategies used by foreign students of different nationalities in learning Chinese vocabulary are the same or similar,which proves that there is no significant difference in the strategies used by international students of different nationalities in learning Chinese vocabulary.(3)By comparing the use of various strategies by international students of different genders,it can be seen that there is no significant difference between men and women in metacognitive strategies;there is a significant difference between men and women in social / affective strategies,and men are significantly higher than women;There are significant differences between men and women in utilization strategies,and men aresignificantly lower than women;while there are no significant differences between menand women in other aspects.(4)By comparing the use of various strategies by international students of different language levels,it can be seen that there is a significant difference in strategies between HSK3 and HSK4,and HSK3 is significantly lower than HSK4,indicating that in the choice of learning strategies,International students with HSK level 4 are more extensive than international students with HSK level 3 and use more metacognitive strategies.(5)From the correlation between vocabulary test scores and vocabulary learning strategies,the Pearson correlation coefficients of metacognitive strategies,social /affective strategies,resource strategies,cognitive strategies,utilization strategies,strategy totals,and vocabulary depth test scores can be known.,Metacognitive strategy,social / affective strategy,resource strategy,cognitive strategy,utilization strategy,strategy total and vocabulary depth test score have a significant positive correlation.According to the characteristics of Chinese vocabulary learning strategies of international students in our school obtained from the survey,suggestions for learning and teaching are put forward.