Features of Learning Strategies, Barriers and Motivation of Chinese Students in Russian-Speaking Environment and in China

Introduction. The growing number of students studying abroad stimulates an active research interest in language pedagogy. There have been numerous studies to investigate the role of language immersion in foreign language learning considering corresponding financial and time costs. The objective of the current study was to investigate the influence of the language environment on: motivation, learning barriers, and learning strategies. Materials and Methods. This study used survey as the main research method. We developed three questionnaires to investigate the specifics of motivation, learning barriers, and learning strategies of Chinese students learning Russian in China and in Russia. Survey data were collected from more than 228 participants. Students’ motivation was investigated using R. Gardner’s questionnaire – The Attitude/Motivation Test Battery; learning barriers were measured using the questionnaire “Diagnosing Barriers in FLA”; data on students’ learning strategies were collected using SILL. The accuracy of the results was ensured through pilot testing, analysis of question representativeness, verification of criterion validity, and control of test completion time. The obtained data were processed using Cronbach’s alpha and Student’s t-test. Results. The data reveal no significant differences in learning barriers at home or abroad. In “Diagnosing barriers in FLA” the mean was 3 in Russia and 2.8 in China. However, students learning in Russia were more self-confident, they reported that they had been acquiring speech patterns easier, and that they regularly systematize things that they have studied. According to our data, linguistic environment has a significant influence on learning strategies and motivation. Participants in Russia use learning strategies often, students in China use learning strategies sometimes. General level of motivation in linguistic environment was 5.96, whereas in China the motivation level made only 5.14. Discussion and Conclusion. This article contributes to the understanding of the significance of the language environment in foreign language learning at the current stage of Russian as a Foreign Language teaching methodology. Linguistic environment teaches students not only language behavior but also new ways of learning language. Moreover, the Russian-speaking environment and the cultural background of the country play a crucial role in building motivation. The research reveals the main motivations of Chinese students learning Russian and illustrates the dynamics of their development of learning-strategic competence.