A Survey On Reading Strategies Of Laotian Chinese Learners At Intermediate And Advanced Levels In Online Teaching Environment

With the increasingly close exchanges between China and Laos,Laotian Chinese learners have a strong desire to study and work in China,among which the number of middle and senior Laotian Chinese learners accounts for a large proportion.Meanwhile,due to the impact of COVID-19,most Chinese learners in Laos have switched from offline learning to online learning.Learners’ reading learning strategies are affected by various factors in online reading,and the learning difficulty of intermediate and advanced reading parts is greater than that of the previous learning stage.In order to help students better master reading skills,it is urgent to study learners’ reading strategies in online teaching environment.In this paper,118 Laotian Chinese learners who have passed HSKLevel 4 or above are quantitatively studied by questionnaire survey.Meanwhile,5 excellent learners are selected for qualitative interview analysis,and relevant suggestions on reading learning strategies for Chinese learners are summarized.The findings are as follows:(1)The order of reading strategies used by middle and advanced Laotian Chinese learners in the online teaching environment is as follows: affective strategy(3.742)> compensation strategy(3.599)> memory strategy(3.525)> metacognitive strategy(3.468)> cognitive strategy(3.466)> social strategy(3.381).The average value of all reading strategies was 3.530,and the use frequency reached a high frequency.(2)Compared with traditional reading strategies in the past,it can be found that Lao Chinese learners use memory strategies more frequently,use social strategies less frequently and use them in the lowest order.(3)There is a great difference in the use frequency of all strategies between high-group learners and low-group learners,and there is also a difference in the ranking of strategy use.The polarization is serious.Low-group learners have more problems in the use of six reading strategies;(4)In terms of influencing factors for individual differences of learners,it is found through research that,in terms of gender,males use reading strategies more than females.In terms of age,young learners use reading strategies more than older students,and learners of different ages show significant social strategies and metacognitive strategies.In terms of Chinese proficiency,students who passed HSK5 and HSK6 used reading strategies more frequently than students who passed HSK4,and learners at all levels of HSK showed significant significance for one compensation strategy.In terms of learning motivation,learners with internal motivation use reading strategies more frequently than those with external motivation.Based on the above research conclusions,the suggestions for Laotian Chinese learners are as follows: accumulate and expand reading strategies independently according to their own ability level;Strengthen reading learning communication and reading behavior monitoring;Strengthen the accumulation of vocabulary and the study of grammatical structure;Cultivate long-term reading,accumulation of knowledge learning habits.