近年来，伴随中国“一带一路”战略的进一步扩大和实施，中国和西班牙之间的经济贸易往来以及文化交流日益密切，越来越多的西班牙人通过汉语学习的窗口进一步了解中国社会与中国文化。在西班牙汉语学习人数日益增长的同时，学习者的汉语水平却随着学习年限的增加呈现提升缓慢的趋势，学习效率依然有待进一步提高。学习者的汉语学习不仅与授课教师的汉语及文化知识储备、教学能力和教学技巧等因素有关，而且与学习者的个体因素有着极大的关系。例如，学习者在汉语学习过程中使用的学习方法或技巧与学习者的学习效果密切相关。

本文使用定量研究和定性研究相结合的研究方法，对西班牙马德里孔子学院的汉语学习者进行问卷调查和个案访谈，力求研究的科学性和严谨性。在研究的第一部分，笔者利用统计分析工具对汉语学习者的学习策略总体情况进行了调查分析，探求学习者的学习策略使用规律与使用特征。在研究的第二部分，笔者分析了年龄、性别、汉语学习时间和汉语水平四个影响因素与西班牙汉语学习者学习策略使用之间的相关性。在研究的第三部分，笔者从马德里孔院初、中、高级不同水平的学习者中分别选取了优秀学习者和普通学习者各一名，并对六位学习者进行个案访谈，结合他们的学习策略问卷数据，比较两类学习者在学习策略使用上的差异，并分析产生这些差异的深层次原因。

通过对89份问卷数据的统计分析以及对不同汉语水平的六名学习者进行个案访谈，本文得出以下结论：

一、汉语学习策略的整体使用情况：社交策略、元认知策略是马德里孔子学院汉语学习者最常使用的策略，其次是补偿策略、认知策略，记忆策略和情感策略是学习者使用频率较低的学习策略。

二、汉语学习策略的影响因素及相关性研究：笔者选取了年龄、性别、汉语学习时间和汉语水平四项影响因素，分别研究其与汉语学习者学习策略使用的相关性。统计分析结果表明，年龄因素与学习者补偿策略和情感策略的使用频率显著相关；性别因素与情感策略的使用频率显著相关；汉语学习时间与记忆策略、认知策略和社交策略的使用频率显著相关；汉语水平与元认知策略、补偿策略和社交策略的使用频率显著相关。

三、汉语学习者的学习策略个案访谈结果：通过对不同汉语水平的优秀学习者和普通学习者逐一进行个案访谈，笔者发现两类学习者在汉语学习中均会使用一定学习策略，但整体上存在较大差异。总的来说，优秀学习者使用学习策略的频率更高，且汉语水平越高其学习策略的使用频率也会随之提高。优秀学习者对学习策略的使用有更强的灵活性，能够使用更加多样的学习方法和技巧。同时，优秀学习者学习策略使用的主动性更高，具有较强的自我监控意识和自我管理意识。产生上述差异的原因在于优秀学习者对自身的学习要求更高，有更强的自我驱动力以及投入的学习时间更多。

根据研究得出的结论，笔者尝试对汉语教师在课堂中的教学行为和教学方式提出一些意见和建议，以帮助教师在教学过程中引导学习者更加合理高效地使用学习策略，进而提升学习者的学习效率。

In recent years, with the further expansion and implementation of China’s “One Belt, One Road”strategy, economic and trade exchanges and cultural exchanges between China and Spain have become increasingly close. More and more Spaniards learn more about Chinese society and Chinese culture through the window of Chinese learning. While the number of Spanish learners of Chinese is increasing, the learners' Chinese proficiency has shown a slow trend of improvement with the increase of the length of study, and the learning efficiency still needs to be further improved. The learner's Chinese learning is not only related to the instructor's Chinese and cultural knowledge reserves, teaching ability and teaching skills and other factors, but also has a great relationship with the learner's individual factors. For example, the learning methods or skills used by learners in the process of Chinese learning are closely related to the learning effect of the learners.

This article uses a combination of quantitative and qualitative research methods to conduct questionnaire surveys and case interviews with Chinese language learners at the Confucius Institute in Madrid, Spain, and strive for scientific and rigorous research. In the first part of the research, the author uses statistical analysis tools to investigate and analyze the overall situation of Chinese learners' learning strategies, and explore learners' learning strategy usage rules and usage characteristics. In the second part of the research, the author analyzed the correlation between the four influencing factors of age、gender、Chinese learning time and Chinese proficiency and the use of learning strategies by Spanish Chinese learners. In the third part of the study, the author selected one excellent learner and one ordinary learner from the students at different levels of the Confucius Institute in Madrid at the elementary, intermediate, and advanced levels, and conducted case interviews with six learners, combining their experiences. The learning strategy questionnaire data compares the differences in the use of learning strategies between the two types of learners and analyzes the underlying reasons for these differences.

Through statistical analysis of 89 questionnaire data and individual interviews with six learners of different Chinese proficiency, this article draws the following conclusions:

1. The overall use of Chinese learning strategies: social strategies and metacognitive strategies are the most commonly used strategies by Chinese learners at the Confucius Institute in Madrid, followed by compensation strategies and cognitive strategies, memory strategies and affective strategies are learning strategies that are less frequently used.

2. Research on the influencing factors and correlation of Chinese learning strategies: The author selected four influencing factors of age、gender、Chinese learning time and Chinese proficiency to study their correlation with the use of learning strategies by Chinese learners. The results of statistical analysis show that age factors are significantly related to the frequency of use of compensatory strategies and affective strategies for learners; gender factors are significantly related to the frequency of use of affective strategies; Chinese learning time is significantly related to the frequency of use of memory strategies, cognitive strategies and social strategies; Chinese proficiency is significantly related to the frequency of use of metacognitive strategies, compensation strategies and social strategies.

3. Results of individual case interviews on learning strategies of Chinese learners: Through individual case interviews with excellent learners of different Chinese proficiency and ordinary learners, the author found that both types of learners use certain learning strategies in Chinese learning, but on the whole there is a big difference. In general, excellent learners use learning strategies more frequently, and the higher their Chinese proficiency, the higher their frequency of using learning strategies. Excellent learners have greater flexibility in the use of learning strategies and can use more diverse learning methods and skills. At the same time, excellent learners are more proactive in using learning strategies and have a stronger sense of self-monitoring and self-management. The reason for the above difference is that excellent learners have higher requirements for their own learning, have stronger self-driving force and devote more learning time.

Based on the conclusions of the research, the author tries to put forward some opinions and suggestions on the teaching behaviors and teaching methods of Chinese teachers in the classroom, so as to help teachers guide learners to use learning strategies more rationally and efficiently during the teaching process, thereby improving learners’ Chinese learning efficiency.