A Study Of Chinese Learning Strategies For Primary And Secondary School Students In New Zealand

Under the impetus of the globalization trend,Chinese is becoming global with the rise of China.The number of Chinese learners is also increasing steadily,and learners are showing a trend of younger age.The analysis of learning strategies of Chinese language learners in the nationalized primary and middle schools is of great significance for Chinese teaching and international communication.It allows us to understand the situation and characteristics of Chinese learners’ specific strategies in the adolescent period,thus helping arrange and organize international Chinese materials and language teaching.However,at present,there are few studies on this specific group of Chinese students in New Zealand.Therefore,based on systematically studying related theories,the author will sample 126 middle school students from 7 schools in New Zealand,adopting questionnaires and other methods,from the overall and specific dimensions to analyze the Chinese learning strategies of primary and middle school students in New Zealand,and put forward relevant teaching reflections and suggestions.The main body of the dissertation consists of five chapters.The first and second chapter are basic theoretical parts,including the definition of learning strategies,the classification of learning strategies,and the related research of learning strategies.The third chapter is the general introduction about Chinese learning strategy of primary and middle school students in New Zealand.The fourth chapter is a detailed analysis of the survey results,including two aspects of the overall tendency of Chinese learning strategies and their internal differences,and summarizes the factors that influence the learning strategy.According to the characteristics of Chinese learning strategies of primary and middle school students in New Zealand,the fifth chapter aims at propose corresponding teaching strategies and self-reflection.Through investigation and research,this paper has reached the following conclusions:Firstly,the Chinese language learning strategies of New Zealand primary and middle school students have a certain overall tendency.The possibility of using Chinese learning strategies for primary and secondary school students in New Zealand is less,and the learners are not active.The average number of uses in most learning strategies is in the "sometimes used" range.Secondly,relatively speaking,in the process of learning Chinese,the most commonly used strategies of primary and secondary school students in New Zealand are metacognitive strategies and communication strategies,followed by cognitive strategies and memory strategies,and least use of compensation strategies and affective strategies.Thirdly,female students use learning strategies more frequent than male students.Fourthly,New Zealand primary and middle school students’ Chinese learning strategies have certain grade differences.On the basis of overall learning strategies,upper-grade students generally use learning strategies more frequent than lower-grade students.Fifthly,there are significant differences between the use of Chinese learning strategies by ethnic-Chinese students and non-ethnic Chinese students and ethnic-Chinese students use more often.Last,students who have studied Chinese more than 3 years use learning strategies more frequently than other students.