The Research On Chinese Learning Strategies Of Intermediate Russian Students

Has mastered the native people to learn another language, we have to learn this behavioris known as a second language, technically referred to as the "second language acquisition."Chinese is the world’s most important languages in the foreign exchange among Chineseimportance and its widespread use is obvious. Russian students to learn Chinese language alsohas been around for decades, but the current Russian students learning Chinese LearningStrategies still no significant progress, many students feel that learning Chinese time-consuming, inefficient, less effective. Why did this happen to a lot of researchers havecarried out extensive and in-depth investigations and studies, the results suggest that a moreor less important because there is no good way to learn to use. We know that cognitivelearning methods in second language acquisition plays an extremely important role. As ateaching workers, in addition to our students’ knowledge of the grant itself is more importantto teach them ways of learning, that teach them how to learn. Therefore, this article aimed atRussia Intermediate Chinese learners learning strategies were studied.This paper uses a questionnaire survey of the Russian Intermediate Chinese Chineselearning strategies used by students to conduct some research. The basic content of thequestionnaire with reference to Oxford (1990) Language Learning Strategies Inventory. Inthis paper, Buryat State University Department of3,4Oriental Grade60students conductinga research study for the study, the students can broadly representative of the Russian Chinesestudent level. And with the Excel tables and histograms, using a variety of data analysismethods questionnaire data were analyzed, the entire investigation with scientificcontrollable.Through the survey we find the following points:1) Russia Intermediate Chinesestudents learning Chinese is the most used strategies metacognitive strategies, others are insequence down metacognitive strategies, cognitive strategies, memory strategies, social policy,compensation strategies. The most frequently used is not affective strategies.(2) Differencesbetween different level of Chinese students in the use of Chinese language learning strategies.High level of Chinese students to use learning strategies more.(3) Differences betweendifferent levels the existence of native students in the use of different learning strategies inChinese, Russian-speaking students to use learning strategies more.(4) Gender differences infactors exist to varying degrees in the use of Chinese language learning strategies in whichgirls use more learning strategies.(5) Differences between students already studied to China,whether there is a certain impact on learning strategies, students came to study in China to usemore learning strategies.(6) Differences between different levels of different personalities exist in the use of Chinese students learning strategies, outgoing students are more introvertedthan the students use the learning strategies. After all the issues raised and the investigationresults, we in Russia made a series of Chinese teaching and made a deal with some of themore specific suggestions: for different groups of students ’Chinese level, according to thestudents’ metacognitive strategies, cognitive strategies, memory policy, social policy,compensation strategies, affective strategies using the different levels of students tosystematically improve the efficiency of learning strategies. And thus inspire teachers tostudents to take actionable ways to make the vast majority of Russian students learningChinese in the original level to get a qualitative leap.