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Character Learning Strategies Among Danish and Swedish Beginners of Chinese as a Foreign Language (CFL)

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  • Chun Zhang
  • Yi-ting Chen, Department of Asian, Middel Eastern and Turkish Studies, Stockholm University, Sverige
This study was conducted at three universities (i.e., Aarhus University, Copenhagen University, and Stockholm University) at two Nordic countries (i.e., Denmark and Sweden). 39 beginner Danish and Swedish of Chinese (L2) university students participated in the study. Drawing from the strategy Inventory for Language Learning (SILL) by Oxford (1990), we adapted Shen’ (2005) questionnaire into two online surveys. The first survey was done in February 2016 aiming to discover some Chinese character learning strategies employed by Danish and Swedish learners. Based on the 1st survey, the second survey was developed and thereafter conducted in March 2016. A preliminary analysis revealed that the students used primarily three types of strategies (1) compensation strategies (i.e., application-assisted tools), (2) cognitive strategies (i.e., orthographic knowledge) and (3) memory strategies (i.e., repeated writing +rote learning). Finally, pedagogical implication of teaching character is discussed and future research is suggested.
Udgivelsesår1 jul. 2016
StatusUdgivet - 1 jul. 2016
BegivenhedEuropean Chinese Language Teaching Conference - University of Nottingham, Nottingham, Storbritannien
Varighed: 1 jul. 20162 jul. 2016


KonferenceEuropean Chinese Language Teaching Conference
LokationUniversity of Nottingham

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