Factores y estrategias del aprendiz preadolescente en chino como lengua extranjera. Estudio de caso en España

espanolLa presencia de preadolescentes que aprenden chino como lengua extranjera (ChLE) en el Instituto Confucio de la Universidad de Las Palmas de Gran Canaria (IC-ULPGC) nos llevo a preguntarnos como utilizan las estrategias de aprendizaje y su posible relacion entre sus factores personales y academicos (L1, sexo, colegios monolingue/bilingue y puntuacion en el examen final-HSK). La investigacion se realizo con 81 estudiantes de 12 anos que asistieron entre 2012- 2015 al IC-ULPGC (Islas Canarias, Espana), a los que se interrogo sobre los referidos factores y, ademas, se les aplico el cuestionario de estrategias de aprendizaje de Rebeca Oxford (Strategy Inventory for Language Learning, version 7.0). El analisis estadistico de los resultados muestra datos cuantitativos novedosos, porque los adolescentes no presentan una alta frecuencia en uso de las estrategias; ademas, de manera general, la estrategia mas utilizada es la social, y la menos, la cognitiva, aunque son la afectiva y metacognitiva las que tienen correlacion significativa con el exito academico EnglishThe presence of preadolescent learning Chinese as a foreign language (Chle) at the Confucius Institute at the University of Las Palmas (IC-ULPGC) led us to ask ourselves how they use learning strategies and their possible relationship between their personal and academic factors (L1, sex, monolingual / bilingual schools, score on the final exam-HSK) and their learning strategies. The research was carried out with 81 12-year-old students who attended the IC-ULPGC (Canary Islands, Spain) between 2012-2015, who were questioned about these factors and also applied the questionnaire on learning strategies of Rebeca Oxford (Strategy Inventory for Language Learning, version 7.0). Statistical analysis of the results show novel quantitative data, because teenagers do not have a high frequency in use of strategies; generally, the most widely used strategy is social, and less, cognitive, although the affective and metacognitive which have significant correlation with academic success