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

Wenying Jiang; Qingyu Wu

doi:10.1515/caslar-2016-0009

Article

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

Wenying Jiang
Wenying Jiang is a lecturer in Chinese in the Chinese program in the School of Languages and Cultures at the University of Queensland. Her research interests include second language acquisition of Chinese, Chinese pedagogy, technology enhanced language learning and intercultural communication.
and Qingyu Wu
Qingyu Wu is a professor in English Education and Head of the School of Foreign Languages, Taishan Medical University, China. Her research interest includes intercultural communication and second language acquisition. She was a visiting scholar under Dr Wenying Jiang’s supervision at the School of Languages and Cultures, the University of Queensland when they conducted the research reported in this paper.

Published/Copyright: October 13, 2016

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From the journal Chinese as a Second Language Research Volume 5 Issue 2

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.

提要

本文比较了澳大利亚汉语作为外语学习者与中国英语作为外语学习者所使用的语言学习策略。其研究方法是使用 Rebecca Oxford 1990 年创建的最全面、最具影响力的语言学习策略分类模式——语言学习策略量表(SILL)进行问卷调查，参加问卷调查的两组被试分别是澳大利亚的汉语作为外语学习者101人和中国的英语作为外语学习者100人。结果显示中国的英语作为外语学习者使用最多的学习策略是补偿策略（compensation strategies），使用最少的是记忆策略（memory strategies）；而澳大利亚的汉语作为外语学习者使用最多的学习策略是社会策略（social strategies），使用最少的是情感策略（affective strategies）。就性别因素而言，澳大利亚的汉语作为外语女性学习者比男性学习者使用的学习策略稍微多一些，但是中国的英语作为外语学习者男女所使用的学习策略没有差别。语言学习策略量表中的六类学习策略加在一起总体来看，学习者外语水平的高低没有影响学习策略的使用。六类学习策略一一单独分析来看，有些类别的使用受外语水平高低的影响。文中讨论了研究结果对于教学的种种启示。本文的突出贡献在于（1）在语言学习策略研究中，学习者母语与目标语之间的类别差异首次得到重视并在研究设计中得以考虑；（2）澄清亚洲学习者（本文的中国学习者）使用记忆策略（memory strategies）多还是少的问题，关键在于比较的对象，与自己使用的其他类别的学习策略比较，记忆策略使用的最少，与其他文化背景的学习者比较，中国学习者使用记忆策略比较多。

Keywords: language learning strategy (LLS); English as a foreign language (EFL); Chinese as a foreign language (CFL)

关键词: 语言学习策略; 英语作为外语; 汉语作为外语

About the authors

Wenying Jiang

Wenying Jiang is a lecturer in Chinese in the Chinese program in the School of Languages and Cultures at the University of Queensland. Her research interests include second language acquisition of Chinese, Chinese pedagogy, technology enhanced language learning and intercultural communication.

Qingyu Wu

Qingyu Wu is a professor in English Education and Head of the School of Foreign Languages, Taishan Medical University, China. Her research interest includes intercultural communication and second language acquisition. She was a visiting scholar under Dr Wenying Jiang’s supervision at the School of Languages and Cultures, the University of Queensland when they conducted the research reported in this paper.

Appendix: The 50 item version of Oxford’s (1990) SILL questionnaire

Oxford SILL (the Strategy Inventory for Language Learning) Questionnaire

By doing this questionnaire, it is a good chance for you to reflect on your learning strategies. The reflection might help you adjust your learning strategies in learning Chinese as a foreign language (CFL) to achieve a better outcome.

Directions: Please choose the ONE that is most suitable to you by circling one of the five numbers.

1=Never true of me 2=Usually not true of me 3=Somewhat true of me 4=Usually true of me 5=Always true of me

Name: _____________________________ (pseudonym is ok if you prefer that)

Gender: M F

Your first language: ___________________________________

How long have you been learning Chinese: __________________________________

Memory Strategies

1. I think of the relationship between what I already know and new things I learn in Chinese. 1 2 3 4 5

2. I use new Chinese words in a sentence so I can remember them. 1 2 3 4 5

3. I connect the sound of a Chinese word and an image or picture of the word to help me remember the word. 1 2 3 4 5

4. I remember a new Chinese word by making a mental picture of a situation in which the word might be used. 1 2 3 4 5

5. I use rhymes to remember new Chinese words. 1 2 3 4 5

6. I use flashcards to remember new Chinese words. 1 2 3 4 5

7. I physically act out new Chinese words. 1 2 3 4 5

8. I review Chinese lessons often. 1 2 3 4 5

9. I remember the new word or phrases by remembering their location on the page, on the board, or on a street sign. 1 2 3 4 5

Cognitive Strategies

10. I say or write new Chinese words several times. 1 2 3 4 5

11. I try to talk like native Chinese speakers. 1 2 3 4 5

12. I practice the sounds of Chinese. 1 2 3 4 5

13. I use the Chinese word I know in different ways. 1 2 3 4 5

14. I start conversations in Chinese. 1 2 3 4 5

15. I watch Chinese language TV shows or go to see movies in Chinese. 1 2 3 4 5

16. I read for pleasure in Chinese. 1 2 3 4 5

17. I write notes, messages, letters, or reports in Chinese. 1 2 3 4 5

18. I first skim a Chinese passage (read over the passage quickly) then go back and read carefully. 1 2 3 4 5

19. I look for words in my own language that are similar to new words in Chinese. 1 2 3 4 5

20. I try to find patterns in Chinese. 1 2 3 4 5

21. I find the meaning of a Chinese word by dividing it into parts that I understand. 1 2 3 4 5

22. I try not to translate word-for-word. 1 2 3 4 5

23. I make summaries of information that I hear or read in Chinese. 1 2 3 4 5

Compensation strategies

24. To understand unfamiliar Chinese words, I make guesses. 1 2 3 4 5

25. When I can’t think of a word during conversation in Chinese, I use gestures. 1 2 3 4 5

26. I make up new words if I do not know the right ones in Chinese. 1 2 3 4 5

27. I read Chinese without looking up every new word. 1 2 3 4 5

28. I try to guess what the other person will say next in Chinese. 1 2 3 4 5

29. If I can’t think of a Chinese word, I use a word or phrase that means the same thing. 1 2 3 4 5

Metacognitive strategies

30. I try to find as many means as I can to use my Chinese. 1 2 3 4 5

31. I notice my Chinese mistakes and use that information to help me do better. 1 2 3 4 5

32. I pay attention when someone is speaking Chinese. 1 2 3 4 5

33. I try to find out how to be a better learner of Chinese. 1 2 3 4 5

34. I plan my schedule so I have enough time to study Chinese. 1 2 3 4 5

35. I look for people I can talk to in Chinese. 1 2 3 4 5

36. I look for opportunities to read as much as possible in Chinese. 1 2 3 4 5

37. I have clear goals for improving my Chinese skills. 1 2 3 4 5

38. I think about my progress in learning Chinese. 1 2 3 4 5

Affective Strategies

39. I try to relax whenever I feel afraid of using Chinese. 1 2 3 4 5

40. I encourage myself to speak Chinese even when I am afraid of making a mistake. 1 2 3 4 5

41. I give myself a reward or treat when I do well in Chinese. 1 2 3 4 5

42. I notice if I am tense or nervous when I am studying Chinese. 1 2 3 4 5

43. I write down my feelings in a language learning diary. 1 2 3 4 5

44. I talk to someone else about how I feel when I am learning Chinese. 1 2 3 4 5

Social Strategies

45. If I do not understand something in Chinese, I ask the other person to slow down or say it again. 1 2 3 4 5

46. I ask Chinese speaker to correct me when I talk. 1 2 3 4 5

47. I practice my Chinese with other students. 1 2 3 4 5

48. I ask for help from Chinese teachers. 1 2 3 4 5

49. I ask questions in Chinese. 1 2 3 4 5

50. I try to learn about the culture of Chinese speaker. 1 2 3 4 5

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https://doi.org/10.1515/caslar-2016-0009

Keywords for this article

language learning strategy (LLS); English as a foreign language (EFL); Chinese as a foreign language (CFL)