摘要

本文在简要概括和归纳国内外语言学习策略研究的基础上，对31 名外国留学生学习汉语时所使用的学习策略进行了实证性研究，利用问卷调查分析了他们的汉语学习策略的总体使用情况。同时，还对3名意大利留学生进行了访谈，进一步了解和分析这些汉语学习者在非目的语环境下运用不同学习策略的原因和意义。
本文得出的结论是，在目的语环境下留学生最常用的学习策略是社交策略、补偿策略，其次是情感策略、记忆策略，最不常用的是认知策略和元认知策略。然而，在非目的与环境下汉语学习者常使用元认知策略、社交策略、情感策略和认知策略。同时，通过对汉语学习者进行问卷调查和访谈，本文得出在目的语和非目的语环境下，汉语学习者均使用社交策略，情感策略，记忆策略和补偿策略。
最后，本文提出，为了进一步提升对外汉语教学的发展，中文教师应该更加了解学生使用学习策略的情况，同时在不同教学情况下，改变教学方法，选择合适的教材，从而更好的激发学生的学习热情。同时，汉语学习者应该在不同学习环境和不同学习阶段运用不同的学习策略，以促进自身的学习效率和学习成果。

关键词：汉语学习策略，学习环境，第二语言习得，比较研究

Abstract

With the introduction of the previous studies of learning strategies of fist and second language acquisition, this thesis analyzes and examines the overall frequency with which 31 foreign students employ learning strategies, according to the findings of questionnaires. Furthermore, interviews of 3 Italian Chinese learners are made to find out the reasons and significance of using different learning strategies in the context of other languages.
The finding of this thesis is that the learners in China employ social and compensation strategies most frequently, followed by affective and memory strategies, while cognitive and metacognitive strategies are least used by foreign students. By contrast, Chinese learners in the context of other languages often employ the metacognitive strategy, social strategy, effective strategy and cognitive strategy. In other word, social strategy, effective strategy, memory strategy and compensation strategy are used frequently by learners both in China and in the context of other languages.
Furthermore, this thesis makes it clear that in order to improve Teaching Chinese to Speakers of Other Languages, teachers should properly investigate the learning strategies used by foreign students and thereby modify both the teaching materials and teaching plan. Moreover, the Chinese learners should employ different learning strategies in the different contexts of language and learning stages in order to improve their learning efficiency as well as their Chinese levels.

Key words: Chinese learning strategies, environment of target language, second language acquisition, comparative study