Correlation Between Metacognitive Strategies And Chinese Autonomous Learning For International Students In China

With the discipline construction of Teaching Chinese to Speakers of Other Languages(hereinafter referred to as TCSOL),and the increasing number of overseas students in China,the discipline of TCSOL now steps into a stage of vigorous development.With respect to the theoretical research of Chinese language learning,the research on the learning behavior of foreign students in the process of learning Chinese is becoming more and more important.The research results of second language acquisition prove that metacognitive strategies have a strong impact on the cognitive process of students in the learning process,and that the use of metacognitive strategies is of great importance for developing students’ learning ability.Therefore,in order to further improve the foreign students’ language proficiency in Chinese and to improve their autonomous learning ability,it’s necessary to instruct them with metacognitive strategies.With such instruction,foreign students can effectively manage their learning process,evaluate and adjust their learning strategies,actively reflect on their learning achievements,and eventually find the problems in language learning and correct them in time.This thesis mainly studies the preparatory students of three universities in Chengdu,who have a short learning period but strong motivation for learning Chinese,and attach great importance to the Chinese course and HSK examination.Taking them as the objects of research,the author tends to make an empirical study on the correlation between their use of metacognitive strategies and autonomous learning ability.On the basis of quantitative and qualitative research methods,this thesis intends to: 1.Investigate the use of metacognitive strategies and autonomous learning ability of the preparatory students;2.Study the differences between the use of metacognitive strategies and autonomous learning ability of foreign students in the HSK passing group and failing group;3.Probe into the relation between metacognitive strategies and autonomous learning ability as well as HSK 4 scores.All the data to be used towards these ends will be analyzed in SPSS26.0.The research results suggest that the preparatory students’ command of metacognitive strategies and autonomous learning ability are in middle level.The independent sample T-test shows that there are significant differences in the use of metacognitive strategies and autonomous learning ability of the students in the HSK-4 passing group and failing group.The Pearson correlation analysis indicates that the use of metacognitive strategies is positively correlated with students’ autonomous learning ability and HSK-4 scores.According to these results,this thesis draws a conclusion: metacognitive strategies can improve students’ autonomous learning ability of Chinese,and foreign students with strong metacognitive strategies and autonomous learning ability also have higher Chinese language proficiency and HSK-4 scores.Therefore,there is a close relation among foreign students’ metacognitive strategies,autonomous learning ability and HSK-4scores.In light of the abovementioned research results,this thesis puts forward the following suggestions from the perspectives of preparatory students,preppy management and international Chinese teachers,in hope of boosting the metacognitive strategy awareness and autonomous learning ability of preparatory students,facilitating their Chinese learning performance and improving the Chinese teaching quality in China.