A Research On The Learning Strategies Of Chinese Characters Of American Students In Advanced Stage

For language learners whose mother tongue is Pinyin,the reading and writing of Chinese characters is a major difficulty in learning Chinese.If you want to improve the efficiency of teaching Chinese as a foreign language,you must improve the efficiency of teaching Chinese characters.Based on a detailed combing of research results related to Chinese character learning strategies and information processing theory,with 45 U.S.national pilot students whose OPI test scores is Advanced and above and 24 advanced students with the American advanced background whose HSK test scores is grade 5 and above.They are the subjects of the survey.Starting from the eight major strategies of Chinese character font strategy(memory strategy,application strategy,review strategy,induction strategy,stroke strategy,pronunciation strategy and metacognition strategy),a questionnaire survey was conducted on the Chinese character learning strategies of these 69 American students.The study also combines classroom observation and interviews.In order to explore the Chinese character recognition and learning laws of American students studying in China at the advanced learning stage,examine the use of Chinese character learning strategies,and comprehensively evaluate two outstanding Chinese character learners and two poor Chinese character learners through the Chinese character test scores,usual homework,notes and etc.Through face-to-face,recorded interviews and case analysis to find out their differences in Chinese character learning strategies,whether and how these differences affect their Chinese character learning effect,in order to provide constructive suggestions for the teaching and learning of Chinese characters.The results of the study show that:(1)Generally speaking,the motivation of Chinese language learning for advanced level American students is mainly independent choice.The most important motivation is the interest in Chinese language and Chinese culture and the diversified learning motivations of learners.(2)Gender factors have significant differences in the review strategies for Chinese character learning.Men tend to use review strategies more than women.Gender factors have no significant differences with other learning strategies.(3)Learners with different Chinese proficiency in the glyph strategy,the "integrated memory of the near shape" strategy in the glyph strategy,the "silently written Chinese character" strategy in the memory strategy,and the "set the language of the mobile phone to Chinese mode" in the application strategy Strategies and stroke strategies of "the correct stroke order is conducive to the memory of Chinese characters" show significant differences.(4)The most commonly used Chinese character learning strategies for American learners at the advanced stage are review strategies,followed by pronunciation strategies,metacognitive strategies,application strategies,font strategies,induction strategies,and stroke strategies.The least frequently used memory strategies are memory strategies.(5)Through the Spearman correlation analysis of the Chinese character test scores and learning strategies of American students at the advanced stage,we found that the glyph strategy,application strategy,review strategy,induction strategy and stroke strategy were similar to the Chinese characters of the American students at the advanced stage.There is a clear correlation between test scores,in which review strategies are negatively correlated with test scores,and glyph strategies,application strategies,induction strategies and stroke strategies are positively correlated with test scores.(6)By comparing the learning strategies of the excellent learners of Chinese characters and the poor learners,we found that the two excellent learners attached great importance to the study of Chinese characters and diligently practice,but the two poor learners showed some avoidance and boredom and paid more attention to pinyin than writing Chinese characters.Excellent learners pay more attention to Chinese character shape strategy and stroke strategy than those with learning difficulties.People with learning difficulties use monitoring strategies more frequently than those with excellent learning skills.Although the monitoring strategy is not the most commonly used strategy for excellent learners,the excellent learners pay more attention to the use of planning strategies.The excellent learners are relatively balanced in the frequency of use of various strategies.Although there is some emphasis,each strategy will be involved in general.The learning frequency of the learning strategies for people with learning difficulties varies greatly,and the "never" option appears more frequently.Both the excellent learners and those with learning difficulties will create suitable Chinese character learning methods according to their learning situation and learning interests.