A Survey Of Chinese Character Learning Strategies Of Chinese Middle School Students In Thailand

With the development of the Chinese "Belt and Road" initiative,the cooperation between China and Thailand is getting closer and closer,and the number of Chinese learners in Thailand is increasing.The Chinese ethnic group in Thailand is an important part of the Chinese learning upsurge in Thailand.Betong,for example,Chinese ethnic make up one-third of the population.There are eight Chinese guild,the largest Chinese school in Thailand and another middle school that teaches Chinese.In the field of teaching Chinese as a second language or teaching Chinese as a foreign language,there is relatively little research on Chinese character learning strategies for Chinese language learners,especially for middle school students of Chinese origin in Thailand.Based on the theories of cognitive and meta-cognitive pedagogy,this paper focuses on the middle school students in the Chinese School of Betong,to explore the use of Chinese character learning strategies by Chinese middle school students in Thailand.This study includes three aspects: The overall use of Chinese character learning strategies by chinese-Thai middle school students,the relationship between Chinese character learning strategies and Chinese language achievement of Chinese-Thai middle school students,and the factors that influence the use of Chinese character learning strategies by Chinese-Thai middle school students.The findings are as follows: 1.Based on the classification of cognition and metacognition,Chinese-Thai middle school students mainly use Chinese character learning strategies,which can be divided into 7 types of cognitive learning strategies and 2 types of metacognitive learning strategies The cognitive strategies include shape strategy,meaning strategy,pronunciation strategy,application strategy,induction strategy,compensation strategy,monitoring strategy,and meta-cognitive strategy includes review strategy and evaluation strategy.2.The use of the seven learning strategies,Shape,sound,meaning,application,induction,monitoring and compensation,has a positive effect on the students' achievements.This is related to the pictophonetic characters in Chinese.3,different grades of learners have a significant impact on the use of Chinese character learning strategies,especially on the shape,application,compensation and revision strategies,which is related to the improvement of learners' Chinese language ability.However,there is no significant correlation between learners' gender and identity and the use of Chinese character learning strategies.Chinese characters are used learning strategies of young people in Thailand Chinese teachers are teaching,teaching-oriented,no significant features.The Chinese level of Chinese parents has an impact on the use of Chinese learning strategies.At the end of this paper,the author summarizes the research results and puts forward some suggestions on the teaching of Chinese characters: Teachers should pay attention to the cultivation of students' learning strategy ability;Teachers should provide as many scenarios of the use of Chinese as possible,increase students' chances of using the strategies,and promote the online Chinese character exercises / learning system.The content and depth of this study is limited,and further study is needed.It is hoped that this paper can provide effective reference for Chinese character teaching and students' learning.