The Study On Chinese Vocabulary Learning Strategies Of Preparatory Students In China

Since the beginning of this study,the special group of Chinese learners,the Chinese preparatory students,has been taken as the research object.Combined with the characteristics of preparatory education,through large-scale investigation and research,case tracking research,attribution analysis,cognitive diagnosis,building models,teaching experiments and other methods,the laws,characteristics,causes,cognition,models,effects and other aspects of the Chinese vocabulary learning strategies of preparatory students have been comprehensively studied systematic investigation and exploration,and put forward the corresponding preparatory Chinese vocabulary teaching ideas and methods.The basic research of this topic is the pilot survey,teacher-student interview and classroom observation of the use of Chinese vocabulary learning strategies of the preparatory students in China,and the compilation of the preparatory students' Chinese vocabulary learning strategies questionnaire.Through the implementation of questionnaire survey,collect,process and analyze the data to investigate the use of Chinese vocabulary learning strategies.The first part is about the influence of individual factors on the use of Chinese vocabulary learning strategies and the correlation between the use of learning strategies and Chinese proficiency.This study also selects successful preparatory students as a case study to conduct qualitative and quantitative research on their use of Chinese vocabulary learning strategies by means of tracking,recording,interviewing,etc.,and to trace the psychological activities and use tracks of the subjects when using Chinese vocabulary learning strategies.Attribution analysis focuses on the influence of external factors such as teaching,management,teachers,teaching materials,extra-curricular language environment on the Chinese vocabulary learning strategies of preparatory students,reveals the specific causal relationship between external factors and vocabulary learning strategies,and gives a reasonable explanation.Cognitive diagnosis research determines the cognitive attributes and hierarchical relationship of Chinese learning of preparatory students by literature method,compiles test questions reflecting these cognitive attributes,and analyzes the test results by using specific cognitive diagnosis model,so as to quantitatively investigate the cognitive structure,cognitive rules and individual differences of Chinese vocabulary acquisition of preparatory students.From the perspective of cognitive linguistics,based on the language theory of "usage based",this paper constructs a characteristic model of Chinese vocabulary learning strategies for the preparatory students.In this study,the static description of Chinese vocabulary learning strategies is transformed into a dynamic model,and the operation mechanism and system of Chinese vocabulary learning strategies are further investigated through the demonstration of the scientificity and effectiveness of the feature model.Using the teaching experiment method,through a series of links such as "hypothesis—design—implementation—observation—result-demonstration",this paper verifies whether the model can effectively improve the Chinese vocabulary learning level of preparatory students,and puts forward corresponding teaching ideas and suggestions according to the research results.Based on the above research results,this study compares the current syllabus of preparatory Chinese vocabulary teaching,focusing on the positioning and standards,tasks and principles,methods and skills of preparatory Chinese vocabulary teaching.Through the combination of teaching strategies and learning strategies,on the basis of a comprehensive description of the Chinese vocabulary learning strategies of the preparatory students to study in China,the transformation of this study from theoretical research to practical application is completed,and a systematic Chinese vocabulary learning strategy research mechanism consisting of preparatory education,preparatory students and preparatory teachers is established as a second language vocabulary learning strategy research mechanism.The last part of the paper mainly describes the research results and conclusions of this study,and points out the shortcomings of this study and the direction of follow-up research.