RESEARCH ON THE CORRELATION BETWEEN CHINESE LEARNING STRATEGIES AND PROFICIENCY

Abstract

A quantitative study that aims at the aim to examine the correlation and mechanism between the learning strategies and proficiency of Chinese language learners. Adopting the data-driven study and open-ended interviews as grounded methodology, sampling participants’ scores on the HSK test and HSKK test, and their perspectives on learning strategies. Iterative data collection and constructive analysis uncovered strategies such as practicing mock tests, acquiring grammar and vocabulary as a prerequisite to writing skills, rewiring prefabricated patterns, familiarizing with rubrics and scoring criteria, extending the reading scope from daily dialogue to newspapers, academic essays, or fiction. 

According to the statistics collected from 50 students of Confucius Institute at the University of Botswana, it indicates three main findings: 1. The learning strategy correlates with Chinese proficiency. 2. The metacognitive strategy and social strategy ranked at the top two positions amongst the other used strategies. 3. The mechanism of Chinese learning strategy manifests a noticeable deviation of individual differences in age, gender, and motivation