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Chinese Learners' Learning Strategies for Ancient Chinese and Modern Chinese: In the Case of Learners in Goettingen University and National Taiwan Normal University
Language Learning Strategies
German language learning environment
As the population of Chinese learners from all around the world is growing , Chinese learners’ language ability also move forward to the higher levels. Chinese teachers believe that by learning ancient Chinese students can enhance their modern Chinese ability, mainly because a lots of useful patterns or phrases from ancient Chinese are still preserved in written Chinese nowadays. Ancient Chinese not only has plenty of cultural meanings but also helps students to improve their language ability in written and oral Chinese conversation. However, it’s not so easy for international students to transfer from modern Chinese to ancient Chinese. Therefore, this study will focus on what kinds of strategies they would choose when learning thesetwo different types of Chinese? And, would students choose different learning strategies if the environments are different? Moreover, what factors may influence learners’ choice of learning strategies (for example, gender, age, learning period)？This study takes those students who had studied at Department of Chinese as a Second language, National Taiwan Normal University, and those who studied at Department of Sinology of Goettingen University, Trier University , Free University Of Berlin and University of Vienna as objects. The study will use SILL questionnaire and interviews to know their motivations and the reasons why they chose specific strategies. The results show that they usually adopt compensation and social strategies for learning both modern and ancient Chinese. But learners in NTNU tend to use more cognitive and social strategies when learning modern Chinese. However students in Germany use more affective and social strategies when learning ancient Chinese. For learners in Germany there is higher correlation between modern and ancient Chinese, learners in Germany have higher correlation between cognitive and metacognitive strategies. On the other hand, learners in NTNU use more memory and social strategies. Learning time, language ability, and the previous learning experience of Chinese characters might have influence on their choices of learning strategies.
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