| dc.description.abstract | 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. | en_US |
