A Study On Chinese Pronunciation Learning Strategies Of Primary Level Chilean Students

Pronunciation is the most basic thing when people are trying to learn a language, but at the beginning most of the students and teachers don’t pay much attention to that, which lead to the pronunciation of the students became hard to change and hard to be understood. So we start this pronunciation strategies research which base on 67 chilean students and record their words pronunciation as their score. With these we analysis the learning strategies, and try to find out the most used strategy of Chilean students.This thesis is consists of four chapters. First part explained the reason why we choice the subject the significant of the topic and the target of the research. We think although there are many research about the pronunciation and learning strategies, but none of them is focus on the Chinese pronunciation of Spanish speakers.The first chapter makes a review of domestic and foreign studies of learning strategies and the learning strategies of learning Chinese as a second language. With the review we found out that most of the research are focus on English pronunciation or the mistakes of Chinese pronunciation. The research of Chinese pronunciation learning strategies is few, especially the research based on Spanish speakers.The second chapter is the introduction of the research, including the subject, the object and the instrument. The questionnaire is divided into two parts, one is the personal information of the students and one is the learning strategies questionnaire which based on Oxford SILL questionnaire. The test is according to the form of hundreds Chinese words of Zhu chuan.We use the SPSS 19.0 to analyze the data. For the reason why we choosed the students and how we choosed them, we will explain it in the thesis.The third chapter is the result of the research:(1)The Chilean students don’t have very well pronunciation, they pronounce the finals better than the initial, and the worst is the tones. (2) The situation of Chilean students:cognitive strategies>affective strategies>social strategies>memories strategies>metacognitive strategies >compensation strategies. (3) There are not much difference of using the strategies between different gentle,age,motivation and time of learning Chinese. (4) The cognitive strategies and affective strategies are correlate to the grade of the students’ pronunciations. (5) Except the affective strategies, no significant difference of using strategies between the high score and low score students, but the students from high score use more strategies than the low score. (6) Compare with the research of other countries,we found out that the people from different countries prefer to use different strategies, the result is not absolutely.The last chapter we make a conclusion of the research and try to give some available advises when teaching, and point the weakness of the research. We found that it will be very useful to use some methods to improve the students’ pronucations, and also it will br very helpful to give them some lessons of learning strategies.And we hope there will be more research of Chinese pronunciation of Spanish speaking students.