A comparative study of Chinese language learning strategies used by non-Chinese and Cantonese native speakers in Hong Kong

In Hong Kong, all universities provide standard Chinese and Putonghua courses for both international and local students. Recognizing the diversity in language and cultural backgrounds, this study aimed to compare the language learning strategies employed by non-Chinese native speakers (NCS) and Cantonese native speakers (CNS) while learning Chinese at a Hong Kong university. The research utilized the Strategy Inventory for Language Learning (SILL), a widely recognized and comprehensive scale developed by Rebecca Oxford in 1990. The SILL encompasses six key dimensions of language learning strategies, including memory, cognitive, compensation, metacognitive, affective, and social. This foundational framework helped analyze the differences in language learning approaches based on students’ linguistic and cultural contexts.

A total of 110 students were divided into two groups, namely Non-Chinese speakers, NCS learners (N=56), and Cantonese native speakers, CNS learners (N=54), to participate in this survey. It was found that language and cultural backgrounds can affect students’ learning strategies. In general, NCS learners used more memory strategies, while CNS learners used more cognitive and social strategies. Gender also affects learners’ choice of learning strategies, as female students tended to adopt more strategies in learning Chinese. However, there were no significant differences in the choice of learning strategies by grade level.

Analysing each strategy individually, some significant differences were observed. Overall, this comparative study provided several pedagogical implications for language teachers. Teachers should make an effort to identify students’ biases in learning strategies and adopt different teaching practices accordingly.