A Study On The Correlation Between Cognitive Style And Chinese Learning Strategies Of Foreign Students In China

Cognitive style is the core of learning style.It is a relatively stable psychological state existing in learners’ cognition,which will affect learners’ understanding of things and the way learners deal with problems.It has certain individual differences.Learning strategies refer to the methods and measures taken by foreign students to improve learning efficiency and develop speech skills in the process of Chinese as second language acquisition.Under the framework of learning strategies,Oxford(1990)divided it into social strategy,emotional strategy,metacognitive strategy,compensation strategy,memory strategy,and cognitive strategy.This paper studies the cognitive style and Chinese learning strategies of 90 international students from Asia,Africa and Europe by SPSS25.0 and questionnaire.On this basis,it discusses the correlation between the cognitive style and Chinese learning strategies,then draws a conclusion.All of the above studies will be carried out from the perspective of holistic analysis and intercontinental analysis.The former is a general study on the characteristics of the cognitive style of overseas students,their preferences for learning strategies,and the correlation between the cognitive style and learning strategies.The latter is a separate analysis of the cognitive style,learning strategies and the correlation between them of the foreign students from Asia,Africa and Europe,with a view to refining the research results,further verify whether cognitive style and learning strategies are related,and what kind of correlation exists.At the same time,the intercontinental analysis can also verify whether there are intercontinental differences in the cognitive style,learning strategies,and the correlation between them.There are six chapters in this paper.The first chapter mainly introduces the background,significance,definition and research status of the topic.The second chapter introduces the formulation,test,implementation and collection of the cognitive style questionnaire and Chinese learning strategies questionnaire.The third chapter is about the cognitive style,learning strategies,the correlation between the cognitive style and learning strategies of 90 foreign students in China.The fourth chapter is the intercontinental analysis of the cognitive styles,learning strategies and their correlations of thirty Asian,African and European students in China.The fifth chapter is the teaching suggestions after fully referring to the research conclusions of the holistic research and intercontinental analysis.The last chapter summarizes the conclusions and shortcomings of this study and puts forward the outlook for the follow-up research.Among them,the third and fourth chapters are the key chapters.The conclusions of this study are as follows:on the whole,there is a certain correlation between cognitive style and Chinese learning strategies of foreign students in China,specifically:cognitive style is significantly related to social strategy,and field dependent learners use social strategy more frequently than field independent learners.The conclusion of the intercontinental analysis further proves that cognitive style and learning strategies are indeed related,and the prominent performance is that cognitive style and social strategy are significantly related.For Asian students coming to China,cognitive style is significantly related to social strategy,and field dependent learners prefer social strategy.The cognitive style of African students in China is significantly related to emotional strategy,and field dependent learners use emotional strategy more frequently.The cognitive style of European students in China is significantly related to social strategy and memory strategy.The frequency of using social strategy and memory strategy by field dependent learners is significantly higher than that of field independent learners.After studying the cognitive style of overseas students in China,the author finds that:the cognitive style of overseas students in China tends to be field independent.Through the intercontinental analysis,the author believes that African students tend to be field dependent,European students tend to be field independent,while Asian students are in a relatively balanced state.The research results of Chinese learning strategies of foreign students in China are as follows:foreign students in China use metacognitive strategy,compensation strategy and social strategy more frequently,but they use cognitive strategy,memory strategy and emotional strategy less.The most preferred strategy of Asian students is metacognitive strategy,followed by compensation strategy,cognitive strategy,social strategy,memory strategy and emotional strategy.African students prefer social strategy,metacognitive strategy,compensation strategy,memory strategy and cognitive strategy in the fourth and fifth place,emotional strategy comes last.European students’ preference for six kinds of learning strategies is:compensation strategy>metacognitive strategy>social strategy>cognitive strategy>memory strategy>emotional strategy.The author believes that this study can make up for the deficiency of the research field of the correlation between the cognitive style and learning strategy of international students in TCSL,and deepen the understanding of this research field in TCSL.The conclusion of the study also allows teachers to have a comprehensive understanding of overseas students’ cognitive style,learning strategies,and their correlation,especially those from Asia,Africa,and Europe.Therefore,it is easier for teachers to implement the principle of teaching students by their aptitude and improve the pertinence of teaching.