The Empirical Study Of Russian Learning Strategy

With the establishment of strategic partnership and rapid expansion of the communication and cooperation between China and Russia, Russian became more and more important in politics, economics, culture, and some other fields. The requirement for the talents who learn Russian is more and more urgent, Russian major is welcoming an unprecedented opportunities for development. Under the new situation, training of Russian talents face new challenge. In the process of Russian learning, most students have many problems, such as difficult to introduce, low efficiency, lacking of interest, and lazy to think. To summarize, the problem is they don’t know how to study. Contemporary educators and psychologists have reach to an agreement, to grasp an effective learning strategy is an important mark for how to study. Therefore, how to promote Theory and Empirical Research of Russian Learning Strategy effectively, raise the effectiveness of learning Russian seem very significant and urgent.Chinese scholars have started the research of learning strategies late since the 1980s. By analyzing the domestic present documents of the leaning strategies, we’ve found that they had a serious leaning branch, which was embodies in more researches on English and Math and less original research on Russian.One important reason is that the educators of Russian are always emphasizing the research of the Russian itself while ignoring of studying the whole process of Russian, even giving guides to the students. So, we need to construct the complete system of learning strategies that is adapted for the present Russian studying style and the learners’characters, and we can make empirical research based on this system to lay foundation for the development of multi-subjects and yields on the learning strategies in depth and scope.The study connecting the existing research results at home and abroad is based on the constructivist theory. It is combined with the characteristics of the new Russian study in the theoretical framework of Russian learning strategic system. The study aims at Russian college students and progresses through open-minded questionnaires and exploration factor analysis. In this way, it initially builds out the Russian Learning Strategies Inventory, which is proved to be a real and effective way after its confirmatory factor analysis and reliability and scale validity examination. The study then uses the scale implementation of the survey, combined with interviews, classroom observation, case studies and other research methods to analyze the Russian college students’ use of learning strategies and their relationship with academic achievement. According to the analysis, the students in experimental group are selected for a six-month training in learning strategies. The results show that training will help promote the implementation of strategies to improve academic achievement, students’ level of learning strategies and independent learning capabilities. Finally, the experimental results are analyzed and summarized. At the same time targeted recommendations are made for Russian teaching and guidance are provided for the effective and scientific teaching of Russian teachers.This paper is divided into 6 chapters.Chapter 1 trims the current situation of learning strategy at home and abroad, analysis’s the existing problems, and discusses the tendency of learning strategy research;Chapter 2 builds the structure of Russian learning strategy theory based on the Constructivism theory and The second language acquisition theory;Chapter3, Through the open questionnaire survey and the factor analysis, construct the learning strategies Russian theoretical system successfully, including: memory strategies, cognitive strategies, metacognitive strategies and resources (environment) management strategies, emotional strategy and six key measurement of the communication strategies, the validity and reliability test, Russian learning strategies and total table subscales. Those have already achieved a satisfactory level;Uses graphs to analysis the 737 Russian major students in 6 colleges of Jilin Province. The outcome indicates: the use level of learning strategy for Russian major college students in Jilin Province is low; for the difference of universities, the students in key universities use more strategies than general colleges students; the students who are not in normal universities use more strategies than normal colleges students, and it represents in acknowledging and communicating strategies. Ordinary university students more frequently use all kinds of learning strategies than private college students, which are clearly indicated in memory strategy and met cognitive strategies; From the gender perspective, the male and female undergraduates in cognitive strategies and only memory strategy dimension borrows remarkable difference, and boys more frequently use these two kinds of strategies than girls; From the grade analysis, learning strategy level with the rise of grade which appear to be a trend of rising and then downward again and especially the junior students reach the minimum; Results from the grade difference showed that high group of Russian students’learning strategies levels are higher than low-mark groups, and these are clearly presented in met cognitive strategies and cognitive strategies;Chapter 4, through the use level of Russian learning strategy and learning result of correlation analysis and regression analysis, the results demonstrates, the use of metacognitive strategy, emotional strategy and resources strategy influence the results of learning directly;Chapter 5, according to results of the researching and analysis, we chose two classes , which are of certain private university as the objects of the study, with lower strategy level. Put 27 students of one class for 6 months into the teaching of strategy training, we get some finding: students’learning strategy level could be improved by training, which manifest that students’plan and purpose, the learning process of self-monitoring ability, time management and after learning activities, the reflect evaluation capacity has been strengthened, and good to choose their own learning strategies to promote learning efficiency. On the other hand, with analysis of the impact on academic performance, the data shows that student achievement , of some experimental classes, have been improved, strategy training makes great progress in promoting student achievement in Russian. Among them, for the students on the medium level , the strategy training plays a significant role in promoting learning; strategy training, for students who have different gender, has the equal role in promoting, but more obvious for the boys in promoting . Chapter 6, discuss according to the previous research and experimental results, and present some advice on the Russian teaching.