An investigation of Chinese-character learning strategies among non-native speakers of chinese

This study first identifies commonly used Chinese character learning strategies employed by non-native (English-speaking) learners of Chinese and generalizes about the factors underlying these commonly used strategies. Then, it defines linear trends between learning levels and students' perceptions of the usefulness of the commonly used strategies grouped by the factors in the learning of characters. Ninety-five non-native speakers in Chinese classes from the beginning through the advanced Chinese classes participated in the study. Based on a descriptive analysis of a survey of character-learning strategies, thirty strategies are identified as commonly used by the learners. A factor analysis revealed that among these commonly used strategies, the orthographic knowledge-based cognitive strategies are the most commonly used, while metacognitive strategies related to structured preview and review are the second most commonly used. A regression analysis showed that linear trends exist between learning levels and learners' perceptions of the usefulness of strategies in the two groups.