Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study

Abstract

Abstract Learning Chinese vocabulary is challenging for learners whose first language is alphabet-based. Researchers have embarked on investigating Chinese vocabulary learning strategies from both a psycholinguistic and a pedagogical perspective. Learning strategies are defined as observable behaviors and mental actions that are consciously employed by learners for comprehending, processing, and storing language knowledge. This paper reports a study in which the think-aloud research method is employed for exploring Chinese vocabulary learning strategies of English-speaking learners. The participants were eight learners of Chinese from a university in the UK. The results reveal that learners employ orthographic strategies, semantic strategies, memory strategies, phonological strategies, and metacognitive strategies. Furthermore, this study found that overt physical behaviors and mental actions cannot be separated. Various mental actions were underneath similar physical behaviors, which may lead to variations in learning outcomes. Second, there are metacognitive strategies, with which the participants could use in deciding, monitoring, and evaluating the use of specific cognitive strategies. This study suggests that Chinese vocabulary learning strategies need to be described in a holistic manner wherein physical and mental actions involved in cognitive strategies and metacognitive strategies are all taken into consideration so as to inform strategy instruction.