Russian Student’s Learning Style Of Chinese Language

With the rapid development of the Chinese economy and theimprovement of its international status, Chinese language hasbecome an important communication tool internationally. Alarge number of foreign students choose to study Chinese inChina and their learning style shows obvious characteristics.This paper is based on the theory of learning styles using theRussian Chinese students in Shandong as the research object bya sampling questionnaire survey.Research was performed on Russian student’s learning style,with the hope to provide a reference for teaching Chinese as aforeign language. The results show that Russian student’s studymethods show features of diversity with the main learning styleinto; sequence type, cooperation type, visual, tactile, auditory,comprehensive, independent, dependent type. Intuitive analysiswas based on the existence of distinct differences. There was nosignificant gender difference on the other types. With regard todifferent age stages of Russian students, there were significantdifferences in dependent type, a type, independent andcooperative. The other nine types did not show significant differences. The different cultural degree of Russian studentshas significant differences in the intuitive and the independenttype of the above, the other type showed no significantdifferences.This paper is divided into five parts. The first part introduces thestudy background, study purpose of this paper and researchsignificance. This is done both at home and abroad for learningstyle research status and research methods in order to pave theway for study leads to the following role play. The second partmainly expounds the overview of learning style, learning style,learning from the definition of style characteristics, elementsand classification perspective. The third part is the key part ofthe article, through the investigation of the results of thequestionnaire to investigate the Russian students learning style,including: investigation, questionnaire design, questionnairereliability test, questionnaire survey results difference, analysisand style analysis. The fourth part combines the Russianresearch results orientation, the differences of Chinese learningstyles of students and putting forward the countermeasures andlearning styles between students and learning style preferencesof Russian Chinese students with the hope to provide a referenceand suggestions for accelerating the development of foreign language education. The last part introduces the prospect ofresearch on innovation, research questions and further research.