A Comparative Study Of The Writing Learning Strategies Of Foreign Students In The Chinese Character Circle And Non-Chinese Character Circle

By combing and expounding the domestic and foreign research status quo of learning strategies and writing strategies we can know that writing strategies are not the same as writing learning strategies.Writing learning strategies including writing learning concept,writing management strategies and writing strategies,the writing learning concept mainly includes the learners’ concept of cognitive and emotional attitude,etc.The writing management strategy mainly includes daily monitoring of writing,etc.The writing strategy refers to the techniques or methods used in specific writing process.In chapter one,under professor Qian Yulian’s learning strategies classification framework,based on the relevant achievements of other scholars,I design the writing learning strategies questionnaire,and on this basis,survey 133 middle and advanced students from Chinese Character Zone and non-Chinese Character Zone.In chapter two,by using SPSS22.0 data analysis software,I analysis the survey result and investigate differences of writing learning strategies using between Chinese Character Zone students and non-Chinese Character Zone students from the angle of gender and Chinese level.The results show:(1)the most commonly used writing learning strategies by international students is tool strategy,followed by the language form and inspection strategy,mother tongue and cooperation strategy are the most unused.These mean that international students attach great importance to the learning of basic knowledge,at the same time,they pay attention to the variation of language in Chinese writing,and review errors in time.With the deepening of Chinese learning,international students gradually get rid of the way of thinking in their native language,think in Chinese,but in the process of learning,due to reasons such as shy,they rarely use cooperation strategy,especially the advanced students,they don’t think classmates around them are helpful to their writing learning,so they don’t like cooperation and discussion.(2)there are significant differences between male and female students in monitoring strategy,conceiving strategy and tool strategy,there are more girls than boys in the use of these three strategies.Further,there are significant differences between male and female students of Chinese Character Zone in ability,mechanical training,monitoring,sharing,emotion and conceiving strategies,male students hold a more positive view about mechanical training than female students,while in the use of other strategies,female students have a higher percentage than male students.There are significant differences between male and female students of non-ChineseCharacter Zone in sharing strategy and tool strategy.Male students use more sharing strategy than female students and female students use more tool strategy than male students.Having these conditions may be because male students generally have lower learning enthusiasm than female students,they study desultorily at ordinary time and have higher inertia,pay insufficient attention to the learning of Chinese writing.Female students are relatively conscientious,patient and willing to take the time to learning.Characters of male and female students are also quite different.Students in Chinese Character Zone are generally introverted,they are quiet in class,but girls are more positive.Most of the non-Chinese character Zone students are lively and active in class,especially for male students.(3)As a whole,there is no significant correlation between the 17 writing learning strategies and the Chinese level in this paper,which may be related to the influence of sample size and group differences.However,in terms of the Chinese Character Zone,the accumulation strategy of the students in the Chinese Character Zone is significantly positively correlated with the Chinese level,and the planning strategy of the students in the non-Chinese Character Zone is significantly positively correlated with the Chinese level.This shows that the students in the Chinese Character Zone study steadily and pay close attention to the accumulation of basic knowledge in Chinese.They will record and gradually internalize their knowledge through multiple channels.Students in the non-Chinese Character Zone are more active,independent and have a strong sense of subjectivity.They will make plans according to their own situation.In chapter three,on the basis of quantitative analysis of the questionnaire,I extract two international students both from Chinese Character Zone and non-Chinese Character Zone,through the interview to learn more differences of writing learning strategy using between winner and loser of writing learning,at the same time making complementary interpretation to parts of the results of the quantitative analysis.Finally,according to the results of quantitative and qualitative analysis,the fourth chapter puts forward some feasible suggestions for Chinese writing teaching that Chinese as a second language and training of writing learning strategies.