Research On Chinese Learning Strategies Of Xinjiang Min Kao Min Preparatory Students

The preparatory education has an important transitional effect.It provides opportunities for minority students to continue their studies in the undergraduate stage.Before entering preparatory studies,Xinjiang min kao min Preparatory Undergraduates did not systematically learn Chinese,and their Chinese level is generally low.It is of great significance to investigate and study the use of Chinese language learning strategies,to promote the rapid development of Chinese language,to promote the training of ethnic minorities,and to improve the level of bilingual education for ethnic minorities.This study mainly adopts Literature method,questionnaire survey method and interview method.The questionnaire referred to the language learning strategy scale designed by Oxford(1990)and the language learning strategy scale(SILL,v5.1)adapted by Jiang Xin(2000)and modified according to the actual situation of Xinjiang min kao min Preparatory Undergraduates.The author conducted a questionnaire survey on the Chinese learning strategies of Xinjiang min kao min Preparatory Undergraduates and analyzed the questionnaire data using SPSS 21.0 statistical software.It is divided into six parts:The first part expounds the background and significance of the research.The second part is the definition of related concepts and the summarization of related researches on learning strategies.The third part is the research design.This part mainly includes research goal,research object,methods,tools and investigation time.The fourth part is the investigation and analysis of the current situation of the Chinese learning strategies of Xinjiang min kao min Preparatory Undergraduates.This part carries out the questionnaire survey to these student,and then discusses the overall usage of the Chinese learning strategies,the usage of each specific strategy,and the influence of the five factors,gender,grade,candidate category,academic level and duration of learning Chinese on the learning strategy.In the fifth part,according to the data of the survey,the author concludes research conclusions and puts forward suggestions on the use of the Chinese learning strategies from the three levels:students,teachers and schools.The sixth part is the conclusion.It reflects on the deficiencies of the research and puts forward suggestions for future research.The results shows that:(1)The seven strategies used in Chinese language learning by Xinjiang min kao min Preparatory Undergraduates are as follows:Metacognitive strategies are used most frequently,followed by social strategies,affective strategies,cognitive strategies,compensation strategies,and memory strategies in order.The lowest frequency of use is the native language translation strategy.(2)The average use of the overall strategy of girls is higher than that of boys.There is no significant difference between boys and girls in the overall use of learning strategies.(3)2016 students use learning strategies at a higher frequency,followed by 2015 students and 2017 students using learning strategies with the lowest frequency.There are no significant differences between the three grades of students in the overall use of learning strategies.(4)The average use of urban students' strategies is lower than that of rural students.There is no significant difference between urban students and rural students in the overall use of learning strategies.(5)The better the Chinese scores,the higher the frequency of use of student learning strategies.There is no significant difference between students in each performance segment in the overall use of learning strategies.(6)The longer the Chinese language learning time,the more frequently the student's learning strategies are used.There is no significant difference between students in each learning period in the overall use of learning strategies.