The Study Of Oral Chinese Learning Strategies For Intermediate And Advanced Level Learners

The learning strategies adopted by learners in the process of learning a second language have always been one of the key issues in the research and attention of second language learners.The fundamental purpose of language teaching is to cultivate students’ communicative competence with language.The importance of spoken Chinese requires us to constantly strengthen the study of spoken Chinese.On the basis of the research on the second language learning strategies at home and abroad,this paper uses Oxford’s language learning strategy scale to investigate and study the learning strategies used by 82 middle and advanced level foreign students in guangxi university in learning Chinese spoken language.To explore the specific use of learners’ oral Chinese learning strategies,as well as the influence of individual factors such as gender,age,major,HSK level and Chinese learning time on learners’ adoption of learning strategies.In this paper,independent sample T test,variance analysis and other statistical methods were used to analyze the data of the questionnaire.The research results of this paper are as follows:(1)when learning spoken Chinese,the learning strategies used by middle and senior international students in guangxi university are from high to low in order:social strategy,emotional strategy,metacognitive strategy,cognitive strategy,compensation strategy and memory strategy.After analysis and research,factors such as gender,age,mother tongue and learning motivation have no obvious influence on learners’ choice of learning strategies.(2)there are significant differences between Chinese majors and non-chinese majors in the use of compensation strategies and metacognitive strategies,and non-chinese majors are higher than Chinese learners in the use of compensation strategies and metacognitive strategies.(3)the use of cognitive strategy,compensation strategy,meta-strategy and social strategy by HSK4 Chinese learners is significantly different from that of HSK5 and HSK6 Chinese learners.In terms of the use of these four learning strategies,Chinese learners of level HSK5 and level HSK6 use them more frequently than Chinese learners of level HSK4.(4)studies show that learning time for influence learners’ learning strategy selection,learning time for more than four years on the use of metacognitive strategies learners of Chinese and Chinese learning time 1-2 years significant differences on the learners,more than 4 years of Chinese learners’ cognitive strategy use frequency is significantly higher than 1 to 2 years of Chinese learners.