An Analysis Of Chinese Learning Strategies For College Students Of Confucius Institute At The University Of Sarajevo In Bosnia And Herzegovina

As an important country along the "One Belt And One Road",the number of Chinese learners in Bosnia and Herzegovina is increasing year by year and the majority of them are college students.To system scientific understanding of the learners’ learning styles and cognitive characteristics,and thus more targeted to Chinese language teaching,this article adopts the method of combining quantitative and qualitative,through questionnaire survey and case studies,analyzes the PDA of bosnia and herzegovina sarajevo the usage of the Confucius institute at the university of college students’ Chinese learning strategy and its influence factors.This article is based on the recycling of 46 cases of questionnaire data,three students interview,interview two Chinese teachers,and my classroom observation,the students self-report combined with a teacher observation form,analyzes the PDA of bosnia and herzegovina in sarajevo the Confucius institute at the university of college students’ use of the specific conditions of the Chinese language learning strategies,and whether gender,Chinese level,participated in the Chinese summer camp and the correlation of learning strategies.Through the statistics and analysis of the data,the following conclusions are drawn:First,the most commonly used and the least frequently used Chinese language learning strategies: the average of the comprehensive learning strategy,bosnia and herzegovina in sarajevo the Confucius institute at the university of college students’ learning strategies is the most commonly used Chinese emotional strategy(3.96)and metacognitive strategy(3.81),the least frequently used(3.42)is the cognitive strategies and memory strategies(3.23);Indirect strategies are used more frequently than direct strategies.Second,Among the three influencing factors of gender,Chinese proficiency,and whether participants participated in Chinese summer camp,gender has little correlation with the use of learning strategies.There is a certain relationship between Chinese proficiency and the use of learning strategies.There were significant differences in the use of cognitive strategies and affective strategies,while there were no significant differences in the use of memory strategies,compensation strategies,metacognitive strategies and social strategies.Third,in the student case interview,three subjects are excellent Chinese learners,but on behalf of the Confucius institute at the university of sarajevo of different types of learners,the author respectively from two aspects has carried on the contrast analysis to the three subjects,namely whether attending Chinese summer camp and the level of Chinese language,the study found that whether to participate in the Chinese summer camp for the Confucius institute at the university of sarajevo influence college students’ Chinese language learning strategy use,the different Chinese proficiency in the use of learning strategies also have different,the conclusions are consistent with the conclusion of questionnaire interview.Fourth,In the case interview with teachers,the author conducted interviews with new and experienced teachers,and the interviews found that Chinese teachers were still weak in strategic awareness and strategy teaching.Because how teachers teach greatly affects how students learn,it is particularly important to strengthen teachers’ strategic awareness and strategy teaching ability.Finally,according to the research conclusions of this paper,some teaching suggestions are put forward.Based on the national conditions of Bosnia and Herzegovina,give full play to the advantages of Confucius Institute;Strengthen teachers’ strategy consciousness and strategy teaching ability;Pay attention to the formation of students’ learning motivation,and teach students according to their aptitude.Advocate group cooperation,exchange learning feelings,etc.