A comparative study on learning strategies used by Australian CFL and Chinese EFL learners

Chinese as a Second Language Research Pub Date : 2016-10-01 DOI:10.1515/caslar-2016-0009

Wenying Jiang, Qi Wu

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引用次数: 6

Abstract

Abstract This study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N=101) and Chinese EFL learners (N=100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.

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澳大利亚英语学习者与中国英语学习者学习策略的比较研究

摘要本研究比较了澳大利亚的对外汉语学习者和中国的对外英语学习者使用的语言学习策略。语言学习策略:每个老师都应该知道的。波士顿:Heinle and Heinle。)语言学习策略量表问卷调查。两组学习者分别是澳大利亚的CFL学习者(N=101)和中国的EFL学习者(N=100)。研究发现，中国学习者使用最多的策略是补偿策略，使用最少的策略是记忆策略;澳大利亚学习者使用最多的策略是社交策略，使用最少的策略是情感策略。澳大利亚女性学习者使用的策略略多于男性学习者，而中国男性和女性学习者使用的策略没有差异。在不同年级水平的学习者中，无论是中国的EFL学习者还是澳大利亚的CFL学习者，他们使用的策略都没有显著差异。澳大利亚英语学习者的三个水平与中国英语学习者的四个水平在某些单项得分上存在显著差异。总体而言，中国英语学习者比澳大利亚英语学习者使用更多的策略。研究结果的教学意义也进行了讨论。本研究首次考虑了学习者的母语与目的语之间的类型距离，为语言学习策略的研究做出了贡献。它也澄清了文献中关于亚洲学习者(本例中为中国学习者)使用记忆策略的看似不一致的发现:与其他类型的策略相比，中国英语学习者使用记忆策略的频率最低;与澳大利亚、美国等其他文化背景的学习者相比，中国英语学习者使用记忆策略的频率更高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Chinese as a Second Language Research Arts and Humanities-Language and Linguistics

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English. We are especially interested in publishing articles and research papers that investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies, explore the implications of CSL research for theoretical developments and practical applications, focus on the acquisition and use of varieties of CSL, study the nature of interaction between native speakers and non-native speakers of Chinese, address major issues of second language acquisition from the perspective of CSL, analyze the ways in which language is both shaped by culture and is the medium through which culture is created.