A Survey Of Chinese Character Learning Strategies For Students In The Chinese Character Circle And Non-Chinese Character Circle

From the perspective of learning strategies,this thesis investigates the overall situation of students from Chinese character circle and non-Chinese character circle in terms of Chinese learning motivation,Chinese character learning concepts,Chinese character management strategies,and Chinese character learning strategies through a combination of questionnaire survey and case study.It also investigates whether gender,age,and Chinese proficiency are the factors that influence learning strategies.It summarizes the similarities and differences in the use of strategies by Chinese and non-Chinese circle students,analyzes good and bad character learners'strategies,and put forward corresponding teaching suggestions.The Chinese character circle and the non-Chinese character circle students have the following similarities:(1)In the learning concept,the concept of difficulty is recognized by both circles;(2)In management strategies,the monitoring strategy is more often used;(3)Among specific learning strategies,the most commonly used are speculation and phonetics and meaning combination strategies,and social strategies are the least used.Generally speaking,there is no significant difference in formal practice strategies.There are also many differences in strategy choices between the two circles:(1)In terms of learning concepts,the Chinese character circle has less recognition of method and more recognition of difference;(2)In management strategies,character circles make plans more often;(3)In specific learning strategies,students in Chinese character circle use functional practice strategies more frequently and less use mother tongue strategies.In addition,the study also finds that:(1)Age has a significant influence on planning strategies and mother tongue strategies,and there is no obvious correlation between gender and learning concepts and strategies of Chinese characters;(2)Students most commonly use speculation strategies and phonetics and meaning combination strategies.Because it is based on the combination of patterns and sounds,which is considered as the feature of Chinese characters.Therefore,these two strategies can be seen as the "characteristic strategies" for learning Chinese characters.(3)In combination with learning motivation and Hofstede's cultural dimensions theory,we believe that the differences in using learning strategies between the two circles can be explained by the strength of motivation and cultural factors.In the teaching of Chinese characters,there are similarities and differences in teaching students with different cultural backgrounds.Common grounds are:(1)Both should help establish students' strategic awareness;(2)Both should pay attention to the training of the following strategies:the primary stage,attaching importance to strokes and pattern strategies;the intermediate stage,focusing on the combination of patterns and phonetics and meaning combination strategies,and inductive strategies;the advanced stage,further emphasizes the inductive strategy.The differences in teaching are reflected in:(1)The primary stage,the differences in formal practice strategies:to the Chinese character circle,the correct attitude,the cultivation of the review habits,and the study of pronunciation should be emphasized;to the non-Chinese character circle,the importance of planning and the character patterns should be valued.(2)The intermediate and advanced stage,the differences in functional practice strategies and mother tongue strategies:to the Chinese character circle,should properly compare and conclude with mother language;to the non-Chinese character circle,should emphasize the application after class and reduce the dependence on their mother tongue.