A Comparative Study of the Learning Strategies of Elementary and Intermediate-high Chinese Learners

Abstract

This research investigates the comparison for the patterns of language learning strategy employed by two groups, elementary Chinese language learners and intermediate-high Chinese language learners from two universities in Taiwan. To reach this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) is selected as a research method. Through this research, we can understand the performance and comparison of Chinese language strategies between elementary and intermediate-high learners, and understand the differences, changes and reasons for the use of strategies by learners at different stages.

The results of the research present the level of strategies used by elementary learners is slightly higher than the intermediate-high learners, but the difference is not significant; the biggest difference in the frequency of use between the two groups is "Metacognitive Strategies". This strategy is commonly used by elementary learners but rarely used by intermediate-high learners since it emphasizes on using assessment to evaluate their level of learning. However intermediate-high learners have focused their learning on language application rather than tests; The minor difference in frequency of use is "Cognitive Strategies". Learners at both levels understand that increase of frequency of use in Chinese can strengthen their understanding of Chinese. It is hoped that the results of this research can be used as teaching guidance and curriculum design to develop Chinese language strategy teaching for students of all levels in the future; also to guide elementary learners to understand the strategies commonly used by intermediate and advanced learners, and help students in the transformation of strategies for improving language skills.