A Study On The Relationships Between Chinese Cultural Identity And Learning Strategies Of Chinese Language Learners In Thai Universities

In order to explore the path of improving the quality of Chinese langu age teaching in Thailand,this paper takes Chinese learners at the Faculty of Education of Khon Kaen University as the research object and uses a questionnaire as the main research method to explore the cultural identity and learning strategies of this group,trying to find out the current situation and differences in Chinese cultural identity and Chinese learning strategies used by learners of different gender,age,status,length of study and Chinese language level,and to analyze the mutual influence relationship between their Chinese cultural identity and learning strategies.The study found that among the four types of culture,including spiritual culture,material culture,institutional culture and customary culture,Thai Chinese learners identified with spiritual culture the most,followed by material culture and institutional culture,and identified with customary culture the least.As for the influence of individual factors on cultural identity,gender and length of Chinese language learning have significant differences on customary culture identity;while age,whether or not they are of Chinese descent,and Chinese language level do not have significant differences on the four cultural identities.In terms of learning strategies,Thai Chinese learners’ use of learning strategies was at the level of "frequently used",and the use of strategies was relatively good.Social strategies were the most frequently used strategies,followed by metacognitive and cognitive strategies,memory and compensatory strate gies,and affective strategies were the least used strategies by Thai learners.In terms of the correlation between cultural identity and learning strategies,material cultural identity had the highest correlation with learning strategy use,followed by customary and spiritual cultural identity,and institutional cultural identity had the lowest correlation with learning strategy use;among the learning strategies that were significantly correlated with cultural identity,the use of memory,cognitive and metacognitive strategies had the highest correlation with the degree of cultural identity,followed by compensatory,affective and social strategies.In terms of the interactive influence pattern between cultural identity and learning strategies,physical and spiritual cultural identity can be used as independent influences on the use of learning strategies and are positively influenced;the use of cognitive and memory strategies are independent influences on Chinese cultural identity and are also positively influenced.The study enlightens us that teaching Chinese to Thai learners should maintain learners’ tendency to identify with spiritual,material and institutional cultures and enhance their customary cultural identity;further optimize learners’ social,metacognitive and cognitive learning strategies,and strengthen the guidance of three strategies: memory,compensation and emotion;by enhancing learners’ material and spiritual cultural identity can stimulate the use of their learning strategies,and the two strategi es of cognition and memory The cognitive and memory strategies can promote the enhancement of their Chinese cultural identity.