A Comparative Study On Chinese Learning Strategies Of Tajikistan Primary-level Chinese Learners In Target Language And Non-Target Languages Environment

With the advancement of economic globalization and the "One Belt,One Road" strategic concept,the relationship between China and Tajikistan has reached a new level.The economic,trade and cultural exchanges between Tajikistan and China are getting closer and closer.Language,as a pioneer in this exchange process,plays an extraordinary role.Grasping the situation of Chinese language teaching and student learning in Tajikistan,focusing on analyzing the differences in learners 'learning goals and methods in different language environments,promoting the development of Chinese language teaching in Tajikistan,strengthening cultural exchanges between the two sides,and raising the level of cooperation become necessary.At present,a series of multi-dimensional studies have been carried out in China on issues related to Chinese language education at the Confucius Institute in Tajikistan,and certain results have been achieved.However,the research on the learning strategies of Chinese learners themselves,as well as the exploration of the changes and influencing factors of learning strategies in different language environments are very limited.Therefore,this article explores the use of learning strategies of Tajikistan learners and finds that there are great differences in the use of strategies in different language environments.After analyzing the reasons for the differences,suggestions are made,hoping to help learners better Use learning strategies to improve Chinese language level,truly understand Chinese culture,and promote cultural exchanges between China and Tajikistan;at the same time,help teachers adopt effective teaching strategies,improve the quality of "teaching" and "learning" in different target language environments,and promote the teaching of Tajikistan Chinese Development to provide reference and reference for Chinese language teaching in other overseas countries.This article first selected 40 Tajikistan international students coming to China and 40 Tajik students studying at the Tajikistan National Confucius Institute as the subjects of the survey.The questionnaire survey was conducted first,and then SPSS was used for statistical statistics and analysis of the use of Chinese learning strategies in two environments Differences and reasons,combined with the analysis of the results of typical case interviews to further refine the differences,and finally give targeted suggestions to learners and teachers in the target languageenvironment and non-target language environment,respectively.This study combined the questionnaire method and the interview method,and finally reached the following conclusions:(1)In Chinese and non-Chinese environments,the use of primary-level Tajikistan students 'learning strategies is extremely different,showing that Tajikistan students Higher frequency of learning strategies;(2)The frequency of use of the six major learning strategies in the target language environment is: social strategy > metacognitive strategy > compensation strategy > memory strategy > cognitive strategy > emotional strategy;(3)The frequency of use of the six major learning strategies in a non-target language environment is: metacognitive strategy > compensation strategy > memory strategy > cognitive strategy > social strategy > emotional strategy;(4)compensation strategies and social emotional strategies There are significant differences in the changes in the target language environment,and social strategies are the most affected by the language environment.Combining the conclusions obtained,the author recommends that students who learn in the target language environment participate more in situational activities and consciously use Chinese to socialize;suggest that students in non-target language environments obtain active socialization through the Internet website;suggest that teachers organize "Chinese speeches,Competitions such as China Story Conference,Chinese Songs,etc.,strengthen the effective output of students,encourage more students,and actively enlighten students with high psychological pressure.