This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students employed more learning strategies associated with working hard and perseverance, whereas the Australian students used more learning strategies related to self-realization. Meanwhile, the strategies used more frequently by the East Asian students were relevant to high acceptance of power and authority, but the strategies used more often by the Australian students were associated with low acceptance of power and authority. Finally, the traditional teaching methods used in East Asian countries resulted in the students’ use of learning strategies concerning analysis of grammatical rules and linguistic details, but the communicative approach employed in Australia helped the students use the strategies leading to improvement of communicative competence and understanding of overall meaning in a text. A deep analysis of these findings shows that the disparities in students’ strategy use could be linked to some cultural and educational factors.

中文翻译：

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文化和教育背景对学生在 CFL 学习中使用语言学习策略的影响

本研究调查了澳大利亚学生和东亚学生在汉语作为外语 (CFL) 学习中使用语言学习策略 (LLS) 的情况，然后从文化和教育的角度解释了研究结果。通过问卷调查和半结构式访谈，研究人员发现澳大利亚学生和东亚学生在策略使用上存在显着差异。东亚学生使用更多与努力和毅力相关的学习策略，而澳大利亚学生使用更多与自我实现相关的学习策略。同时，东亚学生更频繁使用的策略与对权力和权威的高度接受有关，但澳大利亚学生更常使用的策略与对权力和权威的低接受度有关。最后，东亚国家使用的传统教学方法导致学生使用有关分析语法规则和语言细节的学习策略，但澳大利亚采用的交际法帮助学生使用能够提高交际能力和理解力的策略文中的整体意义。对这些发现的深入分析表明，学生策略使用的差异可能与某些文化和教育因素有关。但是澳大利亚采用的交际方法帮助学生使用策略来提高交际能力和理解文本的整体含义。对这些发现的深入分析表明，学生策略使用的差异可能与某些文化和教育因素有关。但是澳大利亚采用的交际方法帮助学生使用策略来提高交际能力和理解文本的整体含义。对这些发现的深入分析表明，学生策略使用的差异可能与某些文化和教育因素有关。