Survey On Chinese Vocabulary Learning Strategies Of Thai Secondary School Students

Vocabulary learning strategies refer to the methods that learners adopt in order to learn and memorize vocabulary.Vocabulary learning strategies are framed by theories related to learning strategies and include various methods and techniques that learners adopt in order to learn foreign language vocabulary.It includes both external behavioral activities and internal conscious mental activities.The study of vocabulary learning strategies helps to explain individual differences among learners and is important for the practice of second language vocabulary teaching.This paper investigates the Chinese vocabulary learning strategies of Thai secondary school students based on the theoretical and research foundations of second language vocabulary learning strategies at home and abroad.The researcher selected 64 Thai secondary school students and used a combination of quantitative and qualitative research methods to investigate their use of vocabulary learning strategies,while paying attention to the possible effects of gender,age,Chinese language proficiency and motivation on vocabulary learning strategies.Quantitative data were collected in the form of questionnaires,and qualitative data were collected by interviews.The data from the questionnaires were tallied and the interviews were transcribed by the researcher through spss23.0.The data showed that:(1)Thai secondary school students were more agreeable to all the overall vocabulary learning concepts,among which they were most agreeable to learningChinese vocabulary in application and least agreeable to learning Chinese vocabulary through rote memorization;the frequency of using vocabulary learning strategies among Thai secondary school students was at a medium level,among which the most used vocabulary learning strategies were self-monitoring and assessment,dictionary search strategy and social strategy.(2)In terms of vocabulary learning perceptions,the main effects of motivation were significant for Thai secondary school students’ need to learn Chinese vocabulary by rote and the need to learn Chinese vocabulary in application;while the main effects of gender,age,and Chinese language proficiency were not significant for vocabulary learning perceptions.(3)Gender,age,Chinese language proficiency and motivation affected Thai secondary school students’ choice of Chinese vocabulary learning strategies to different degrees.Among them,the main effect of Chinese language proficiency was the most significant,followed by the gender factor;the main effects of age and learning motivation were the least significant.The results indicate that there is a certain degree of fluctuation in the use of vocabulary learning strategies among Thai secondary school students,in which gender,age,Chinese language proficiency and learning motivation all contribute.The main shortcoming of the study is the lack of research on the interaction effect.