Mingyao Cheng1, Bayarmaa Tsend2,*, Jadamba Badrakh2
1Orkhon University, Ulaanbaatar 17042, Mongolia.
2Mongolian National University of Education, Ulaanbaatar 14191, Mongolia.
*Corresponding author: Bayarmaa Tsend
Abstract
This study focuses on cross-cultural perspective, examining strategies of Mongolian high school students in learning Chinese, and concentrates on characteristics of their choices and mechanisms of influence, with the study finding that students exhibit significant cross-cultural adaptation characteristics in memory, compensation strategies, as well as metacognitive, affective, and social strategies. This finding reveals multi-dimensional aspects of strategy selection, and also points to deeper cultural factors. perception of cultural distance, linguistic self and cultural identity, cross-cultural sensitivity, and learning environment and cultural input methods, jointly influence strategic tendencies, thereby shaping the overall direction of students' strategy choices through pathways of regulation, interaction, mediation, and activation respectively. Among these pathways, there also exist mutually penetrating relationships. The study recommends strengthening cultural contrastive training, actively enhancing cross-cultural sensitivity, and optimizing forms of cultural input inside and outside class, which promotes the healthy development of students' strategy systems.
References
Deng, A. (2025). An analysis of pathways for international Chinese language education to enhance national cultural influence. International Public Relations, (20), 176-178.
Liu, L. (2024). The influence and role of international Chinese language education in cross-cultural communication. Popular Literature and Art, (6), 130-132.
Qi, Q., & Ren, Q. (2024). A study on the Chinese learning needs of non-Chinese major students in Mongolia: Taking the Mongolian University of Science and Technology as an example. Chinese Character Culture, (12), 111-113.
Shen, F. (2025). Exploration of blended teaching in Chinese international education from a cross-cultural perspective: Taking modern and contemporary Chinese literature as an example. Science and Education Collection, (7), 144-147.
Tian, X., & Dai, Y. (2025). Characteristics of Chinese culture acquisition among foreign Chinese learners from a cross-cultural perspective. Journal of Xi’an International Studies University, 33(4), 30-35.
Wang, S. (2025). Methods of cultural integration in Chinese language teaching for beginners from the perspective of cross-cultural communication. Comparative Study of Cultural Innovation, 9(32), 135-138.
Wang, S., & Shen, F. (2021). Research and strategies on phonetic teaching for elementary-level Chinese learners in Mongolia. Chinese Character Culture, (14), 108-109.
Wang, Y., & Xin, L. (2025). Exploration of basic Chinese language teaching for international graduate students from a cross-cultural perspective: A review of Research on Teaching Chinese as a Foreign Language in Cross-Cultural Contexts. Educational Development Research, 45(Z1), 125.
Yang, T. (2024). Research on the cultivation of cross-cultural competence for Chinese international education majors based on cultural confidence. New Legend, (38), 59-61.
Yin, M. (2021). On the cultivation of cross-cultural awareness in teaching Chinese as a foreign language. Industry and Technology Forum, 20(10), 178-179.
How to cite this paper
Research on the Selection and Influence Mechanism of Chinese Learning Strategies for Mongolian High School Students from a Cross Cultural Perspective
How to cite this paper: Mingyao Cheng, Bayarmaa Tsend, Jadamba Badrakh. (2026). Research on the Selection and Influence Mechanism of Chinese Learning Strategies for Mongolian High School Students from a Cross Cultural Perspective. Sociology & Social Policy, 3(1), 59-63.
DOI: http://dx.doi.org/10.26855/ssp.2026.06.007