Italian High School Chinese Language Learners Learning Strategies Investigation

With the "student-centered" teaching concept is gaining in popularity,the study of learners learning strategies have also been more and more attention.Studies have shown that successful learners and unsuccessful learners learning strategies circumstances were significantly different.A successful learner understands the learning strategies he uses and knows why he or she uses such strategies.Unsuccessful learners,while able to point out their own strategy,but do not know how to choose the appropriate strategy.Therefore,the use of learning strategies is one of the keys to the success of foreign language learning,which is extremely important for foreign language learning.In recent years,some studies have begun to focus on Chinese learning strategies,but for the country's non-adult Chinese learning strategies are rare.In order to help Italian non-adult Chinese learners to learn more effectively,this paper studies the use of Chinese learning strategies of senior high school students in Italy and tries to understand the relationship between Chinese learning strategies and the use of gender,grade and academic achievement.In this paper,the Chinese language learning strategies of 147 Chinese students at the Liceo Classico Francesca Capece in Italy were studied by using the Oxford Language Learning Strategy Scale(SILL,v7.0).Based on the understanding of students' learning strategies,this paper analyzes the relationship between the use of Chinese learning strategies and gender,grade and academic achievement.The findings of this study are as follows:1)On the whole,Italian high school students use less Chinese learning strategies and are not active Chinese learners.Comparatively speaking,social strategy,metacognitive strategy and memory strategy are their most common strategies,followed by cognitive strategies,and compensation strategies and emotional strategies are the least common;2)the average number of students in the use of the average 3)the relevance of the six learning strategies is significant,indicating that the use of different learning strategies affect each other;4)the use of learning strategies and gender and grade between the two variables without(5)The use of learning strategies is related to achievement variables,especially the memory strategies and metacognitive strategies;(6)The use of memory strategies and metacognitive strategies in students with good grades,good grades,and good grades There are significant differences.This paper is divided into five chapters.The first chapter expounds the reasons and significance of this research.The second chapter discusses the definition and classification of learning strategies.It briefly introduces the domestic and foreign scholars' research on second language learning strategies,and reviews the study of Chinese learning strategies.The third chapter introduces the research process,research object,research methods and so on.In the fourth chapter,this paper will collect the data into SPSS21.0 statistical software for analysis and calculation,and analysis and discussion of the obtained data,and through interviews to prove and supplement the previous analysis of the conclusions.Chapter 5 summarizes the main findings of this study and proposes teaching suggestions based on the findings.In the last chapter,we point out the shortcomings of this study so that we can better study the learning strategies in the future.