Cultural Inference On Chinese And Western Students’ Foreign Language Learning Strategies

Cultural background is closely related to the choice of language learning strategies(LLS). Accordingly, learners who use different LLS tend to master different language skills. In this paper, two research hypotheses will be tested: it’s much easier for Chinese students learning English to master the reading and writing skills because of their most frequent use of memory strategy and cognitive strategy(Hypothesis 1); however, it’s much easier for western students learning Chinese to grasp the skills of speaking and listening because of their most frequent use of compensation strategy and social strategy(Hypothesis 2).With the Oxford’s Strategy Inventory for Language Learning(SILL), the researcher conducts a questionnaire survey on English learning strategies(ELS) employed by 50 Chinese IELTS or TOEFL candidates and also on Chinese learning strategies(CLS) used by 30 western students who have taken the HSK test, supplemented by some email interviews for the further study.The findings of the research suggest that Chinese students employ cognitive strategy and metacognitive strategy most often, and memory strategy and affective strategy least often; that western students use social strategy and compensation strategy most frequently, and affective strategy and cognitive strategy least frequently. Additionally, based on the difficult levels in listening, speaking, reading and writing, it is found that Chinese students tend to master the reading and listening skills easily while western students are inclined to grasp the skills of speaking and listening easily. So Hypothesis1 is rejected but Hypothesis2 is supported. This paper applies the theory of cross-cultural communication and different language philosophies between China and West to analyze it further. The study explores that language learning motivations, often conditioned by different cultures, are influential in the choice of strategy use.In sum, this study not only enriches the theory of foreign language learning strategies but also has positive effects on English teaching and Chinese teaching.