Research by Chai & Bao (2023) suggests that Chinese as a foreign language learners with different linguistic backgrounds face different degrees of difficulty in Chinese character learning. However, many studies on character learning strategies do not specify the native language background of their participants. Thus, linguistic background is a topic that deserves more attention in character learning research. With most research on Chinese character learning concentrated on beginner and (mostly lower) intermediate learners, it is important to provide more research on advanced-level students. This study analyzes and compares the Chinese character learning strategies employed by 90 upper-intermediate Chinese as a foreign language learners with different linguistic backgrounds enrolled at two universities in Yunnan province, China. The findings indicate that learners with a short linguistic distance to Chinese use Chinese character learning strategies most frequently, followed by middle linguistic distance learners, and long linguistic distance learners use character learning strategies least frequently. The results of the comparison with character learning strategy studies on lower proficiency level learners indicated that overall character learning strategy use increases with proficiency level.
根据 Chai 与 Bao（2023）的研究表明，不同语言背景的汉语学习者在汉字学习过程中面临不同程度的困难，然而在大多数汉字学习策略研究中，语言背景要么未被明确说明，要么完全未被提及。因此，语言距离对汉字学习的影响需要进一步的研究。鉴于大多数汉字学习的研究对象主要集中于初级学习者，少数研究涉及中级学习者，但对更高水平的汉语学习者的汉字学习研究较少，研究存在不足。本研究以云南省两所大学的 90 名留学生为调查对象，对不同语言背景的，包括中高级汉语学习者在内的汉字学习策略进行分析研究。数据显示，语言背景离汉语较近的学习者使用汉字学习策略的频率最高，其次是中等语言距离的学习者。而语言距离较远的学习者使用汉字学习策略的频率最低。数据也显示，汉语学习者在学习汉字时，其汉字学习策略的使用频率随着学习者语言水平的提升。