A STUDY ON CHINESE VOCABULARY LEARNING STRATEGIES OF UNDERGRADUATE STUDENTS MAJORING IN CHINESE AT RAJAMANGALA UNIVERSITY OF TECHNOLOGY RATTANAKOSIN
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The purpose of this study were: 1) to investigate Chinese vocabulary learning by Rajamangala University of Technology Rattanakosin of Chinese undergraduate students 2) to compare and analyze the differences of the Chinese vocabulary learning strategies of undergraduates students 3) Each year group studied the factors that contribute to and strengthen Chinese vocabulary learning strategies of undergraduate students 4) Conclusion applied in the teaching of Chinese Language Curriculum. The research instrument was questionnaires of vocabulary learning strategies, divided into three parts: Part 1) Overview of the questionnaire respondents; Part 2) Opinion on Chinese vocabulary learning strategies by ratios Rating Scales which are available in five levels and Part 3) Open-ended question about Chinese vocabulary learning strategies. The statistical devices used for data analysis were descriptive statistics, there were analyzed by using One-Way ANOVA, Chi-square, Pearson’s Correlation Coefficient (r), percentage and standard deviation (S.D.) for comparing statistical difference. The results revealed that: 1. Chinese major students employed overall vocabulary learning strategies at a moderate level. The most strategies used by Thai students were compensation strategies followed by social strategies, emotional strategies, meta-cognitive strategies, cognitive strategies and memory strategies. 2. The analysis of the relationship between the usage of Chinese vocabulary learning strategies and level of students showed no statistically significant difference. But when you consider the relationship between the usage of Chinese vocabulary learning strategies, according to the terminology, it was found that the usage of memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, emotional strategies and social strategies relationships related to a statistically significant 0.01. 3. Factors that support and reinforce the vocabulary learning strategies of Chinese undergraduate students at Rajamangala University of Technology Rattanakosin including internal factors and external factors, the factor loading of variables were ranked in descending order as follows: learning behaviors and personal interest, environment, lecturer, the level of difficulty of language, expectations and basic knowledge of vocabulary. 4. The development of curriculum subjects in Chinese. These results showed that the mostly and lowest usage of vocabulary learning strategies. Made aware of the learning style of the learner. Which teachers can develop the concept of individual differences. Each year group can be adapted to application-based course focuses on language skills.
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