Chinese Reading Learning Strategies of Vietnamese Students
Main Article Content
Abstract
The article uses the questionnaire survey method to study the use of strategies for learning Chinese reading skills of 187 students majoring in Chinese language at the Ho Chi Minh City University of Foreign Languages - Information Technology. The survey results show that students have a high frequency of using strategies for learning reading skills, in which the cognitive strategies and the metacognitive strategies have a high frequency of using them. Socio-affective strategies have moderate frequency of use. There is no difference in the use of reading strategies in terms of demographic factors including gender and region. There exists a positive correlation between the cognitive strategy group and the socio-affective strategies with the students’ reading skills learning outcomes. However, there is no correlation between the metacognitive strategies and the students’ reading skills learning outcomes. The article makes some recommendations in teaching Chinese reading skills to Vietnamese students.
Keywords:
Learning strategies, Reading, Chinese, Vietnamese students.
References
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[19] L. H. Vu, A Study of Chinese Listening Learning Strategies of Vietnamese Students, Journal of Social Sciences Ho Chi Minh City, No. 8, 2019, pp. 59-68.
[20] N. T. T. Trang, N. P. Thuy, Research on Reading Comprehension Strategies to Improve Chinese Reading Comprehension Skills for Major Students at the Thuong Mai University, Vietnamese Teachers, No. 4, 2021, pp. 104-108.
[21] J. M. O’Malley, A. U. Chamot, Learning Strategies in Second Language Acquisition, Cambridge University Press, Cambridge, 1990.
[22] L. H. Vu, Learning Motivations in Native Language Environment: A Study of Vietnamese Elementary Learners of Chinese, Journal of International Chinese Teaching, No. 2, 2020, pp. 59-66.
[23] N. Liu, Korean Students in the Intermediate Level Chinese Language Learning Strategy Research Report, Master Thesis, Northeast Normal University, 2012.
[2] J. Langer, The Reading Process, in: A. Berget, H. A. Robinson (Eds.), Secondary School Reading: What Research Reveals for Classroom Practice, ERIC Clearinghouse on Reading and Communication Skills, Urbana, 1982, pp. 39-52.
[3] C. Wallace, Reading, Oxford University Press, Oxford, 1992.
[4] K. Johnson, H. Johnson, Encyclopedic Dictionray of Applied Linguistics: A Handbook for Language Teaching, Black Well Publishing Ltd, New York, 1998.
[5] L. Li, Research on Chinese Reading Strategies of Japanese International Students, Master Thesis, Shanghai International Studies University, 2005.
[6] Y. L. Qian, A survey of Korean Students’ Chinese Reading Learning Strategies, Chinese Teaching in The World, No. 4, 2006, pp. 80-88.
[7] Q. Long, Study on the Thailand Students' Chinese Reading Strategies, Master Thesis, Southwest University, 2011.
[8] Z. Zhou, A Survey on Chinese Reading Strategies of Native English Speakers at the Intermediate and Advanced Stages, Master Thesis, Fudan University, 2011.
[9] C. Y. Song, A Study on Chinese Reading Strategies of Foreign Students from Laos, Master Thesis, Yunnan University, 2021.
[10] Y. J. Du, A Survey Analysis of Kyrghzstan University Chinese Learner on Reading Strategies, Master Thesis, Xinjiang Normal University, 2014.
[11] E. Kartika, The Research of Chinese Learning Strategies of Indonesian Students’ - specifically the Second Year’s Students of Bina Nusantara University’s Chinese Department, Master Thesis, Huaqiao University, 2018.
[12] J. Doi, A Survey of Reading Learning Strategies for Non - Chinese Chinese Language Learners in Myanmar at the Primary and Intermediate Levels, Master Thesis, Minzu University of Chinese, 2019.
[13] Y. R. Zhao, A Research of Reading Strategies for Upper Intermediate Stage Chinese Learners in Spanish, Master Thesis, Dalian University of Foreign Languages, 2020.
[14] M. K. Tapiba, An Investigation Report on Chinese Reading Strategies by Cameroonian Students
of the Elementary and Intermediate Level, Master Thesis, Shanghai International Studies University, 2021.
[15] K. Lin, X. Lu, An Analysis of Chinese Language Learning Strategies by Vietnamese Students, Journal of Chinese Language and Culture College of Jinan University, No. 4, 2005, pp. 19-24.
[16] X. Lu, K. Lin, The Relation between Chinese Language Learning Strategy of Vietnamese Students and Result of HSK, Higher Education Forum, No. 3, 2007, pp. 155-159.
[17] L. H. Vu, A Study of Chinese as a Second Foreign Language Learning Strategies for English Majors, in: Linguistic Society of Vietnam, Vietnamese Language in the Context of Exchange, Integration and Development, Dan Tri Publisher, Hanoi, 2019, pp. 1017-1024.
[18] L. H. Vu, A Study of Chinese Language Learning Strategies of Chinese Language Students in Vietnam, in: VNU Hanoi - University of Languages and International Studies, Proceedings of the National Scientific Conference 2020: Research and Teaching of Foreign Languages, Languages and International Studies in Vietnam, Vietnam National University Press, Hanoi, 2020, pp. 687-695.
[19] L. H. Vu, A Study of Chinese Listening Learning Strategies of Vietnamese Students, Journal of Social Sciences Ho Chi Minh City, No. 8, 2019, pp. 59-68.
[20] N. T. T. Trang, N. P. Thuy, Research on Reading Comprehension Strategies to Improve Chinese Reading Comprehension Skills for Major Students at the Thuong Mai University, Vietnamese Teachers, No. 4, 2021, pp. 104-108.
[21] J. M. O’Malley, A. U. Chamot, Learning Strategies in Second Language Acquisition, Cambridge University Press, Cambridge, 1990.
[22] L. H. Vu, Learning Motivations in Native Language Environment: A Study of Vietnamese Elementary Learners of Chinese, Journal of International Chinese Teaching, No. 2, 2020, pp. 59-66.
[23] N. Liu, Korean Students in the Intermediate Level Chinese Language Learning Strategy Research Report, Master Thesis, Northeast Normal University, 2012.
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