Research On Chinese Character Learning Strategies Of Chinese Learners In Kazakhstan

This paper takes 116 Chinese learners from two universities in Kazakhstan as the research object.It is divided into primary,intermediate and advanced stages according to the time of university study.It uses literature analysis,questionnaire survey and interview method to study Chinese in Kazakhstan.Use various Chinese learning strategies,namely cognitive strategies(stroke strategy,stroke order strategy,word tone strategy,word sense strategy,glyph strategy,review strategy,application strategy),metacognitive strategy(plan strategy,monitoring strategy),emotional strategy and The survey and analysis of the use of social strategies revealed that:Chinese learners in the middle and advanced stages use the Chinese character learning strategies higher than the primary stage,and the order of use frequency is basically similar.The sequence of nine Chinese learning strategies used by Chinese learners in the primary stage is:stroke order strategy,emotional strategy,glyph strategy,social strategy,word sense strategy,metacognitive strategy(plan strategy,monitoring strategy),review strategy,word strategy,application strategy,stroke strategy.The order of Chinese learners using nine Chinese character learning strategies in the middle and advanced stages is stroke order strategy,emotional strategy,glyph strategy,social strategy,word sense strategy,metacognitive strategy(plan strategy,monitoring strategy),review strategy,application strategy,stroke strategy.In addition,the results of the influencing factors of Chinese learners'learning strategies in Kazakhstan found that female Chinese learners use higher stroke strategies than males;Chinese learning time is the main factor in using word meaning strategies and applied strategies;Explain the knowledge of Chinese character evolution.There are significant differences in the use of word-sense strategies,word-sound strategies,glyph strategies,review strategies,and applied strategies.However,the three factors of the teacher's"speaking Chinese brush strokes","speaking Chinese character structure",and"speaking Chinese character components"have not had a significant impact on the use of Chinese character learning strategies.This should be a problem that needs to be paid attention to in the teaching of Chinese characters in Kazakhstan;teachers pay more attention to the use of social strategies in terms of the importance of writing tasks,while teachers attach importance to the degree of dictation to word-based strategies,word-sound strategies,glyph strategies,review strategies,application strategies,There are significant differences in the use of planning strategies,monitoring strategies,and emotional strategies.However,teachers“look for-Chinese characters,words or texts without pinyin"because there is not much challenge,there is no significant difference in the use of Chinese character learning strategies;the level of Chinese character recognition affects the use of stroke order strategies,word meaning strategies,word sound strategies,and glyph strategies.The main factors of review strategy,application strategy,planning strategy,monitoring strategy,and emotional strategy;there are significant differences in the use of Chinese writing level in stroke strategy,stroke order strategy,word tone strategy,glyph strategy,review strategy,monitoring strategy and emotional strategy.