A STUDY ON VIETNAMESE STUDENTS’ CHINESE PHONETIC LEARNING STRATEGIES: CASE OF HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY’ STUDENTS

Abstract

The article examined Chinese phonetic learning strategies of students at Ho Chi Minh City University of Foreign Languages and Information Technology. The study used quantitative method, collecting data through survey questionnaires, with 215 students majoring in Chinese Language. The results showed that students had a relatively high frequency of using phonetic learning strategies, the most commonly used was the metacognitive strategies, followed by the cognitive strategies, the least used was socio-affective strategies. In terms of gender, male students and female students had differences in the use of attention strategies of metacognitive strategies, and memory strategies of cognitive strategies. In terms of regions, there was no difference between students from the central area and students from the southern area. In relation to phonological learning outcomes, there existed a positive correlation in most of the learning strategies, except for the mother tongue strategies of cognitive strategies. On that basis, the article made some recommendations in teaching Chinese phonetics to Vietnamese students.