本研究主要采用问卷调查的方法，以泰国皇家理工大学、华南师范大学初级水平的泰国学生为调查对象，对目的语和非目的语环境下泰国学生的汉语口语学习策略进行对比研究。本文主要考察了泰国学生在不同语言环境下口语学习策略的总体使用情况，口语学习策略与习得效果的关系，以及高分学习者、低分学习者在策略使用上的差异。本文通过调查研究发现：1）泰国本土汉语学习者最常用的口语学习策略是情感策略，其次是补偿策略和元认知策略，最不常用的是社交策略；在华泰国留学生最常用的策略为情感策略，其次是社交策略和补偿策略，最不常用的为认知策略。2）泰国本土汉语学习者补偿策略和情感策略的使用与口语成绩显著正相关，共有11项有效的汉语口语学习策略；在华泰国留学生总体及各项策略的使用均与口语考试成绩无显著正相关关系。3）在非目的语环境下，高分组和低分组学生在补偿策略使用上的差异接近显著水平（P=0.05），两组在9项口语学习策略的使用频率上存在显著差异；在目的语环境下，高分组和低分组学生在总体策略和六类策略的使用上均不存在显著差异，仅在4项具体策略上存在显著差异。全文共分为六章：第一章简要阐述了本研究的选题背景及选题意义。第二章首先讨论语言学习策略定义及分类问题，然后对学习策略的研究现状进行了梳理，最后分析了口语学习策略的研究现状及对本研究的启示。第三章主要阐明了本文的研究方案，包括研究目标及内容、研究对象、数据的收集和分析等。第四章描述并分析了数据分析的结果，包括泰国学生口语学习策略的总体使用情况、有效性等问题。第五章是对研究结果的具体讨论。第六章总结了本文的研究结果，对针对泰国学生的口语教学提出了建议，并总结了本研究的不足，对今后的研究提出了几点建议。

The methodology of questionnaire survey was used in this study to analyze oral Chinese learning strategies used by beginning level Thai learners in target language context and those in Thailand. Subjects of this study were dived into two groups. One group of students were from the Rajamangala University of Technology in Thailand, and the other were from South China Normal University in China. This study mainly focused on the different frequency of use of the oral Chinese learning strategies used by students in those two groups, the relationship between the use of learning strategies and students’ achievement, and how high-achievement students and low-achievement students differed in their frequency of use.The major findings in this study include: 1) For the group of students studied in Thailand, affective strategies were used most frequently, and then the compensation and metacognitive strategies, while the social strategies were of the lowest frequency of use. For the group studied in China, affective strategies were also most frequently used, and then came the social strategies and compensation strategies, while the least preferred strategies were cognitive strategies.2) The compensation strategies and affective strategies had significant positive correlation with students’ final scores, and 11 strategies were found to be effective in promoting students’ competency in oral Chinese communication. The study found no strategies that were positively correlated with students’ achievement in the group of students who studied in China. 3) For the group studied in Thailand, the difference between frequency of compensation strategies used by the high-achievement students and low achievement students was near significant level (P=0.05), and 9 strategies were found of significant difference between the high and low achievement groups. For the group studied in China, only four strategies were found to be significant different between the high and low achievement groups, while the general strategy use were not significantly different. This paper contains six chapters. The first chapter introduces the context of this study and how this study contributes to the current study on learning strategies. The second chapter first overviews the definition and categories of language learning strategies proposed by different researchers, and then analyzes current studies on language learning strategies from both the macro and micro perspective. Studies on oral Chinese language learning strategies are also included in the discussion of the second chapter. The third chapter is the research design of this study, including the introduction on the aim and content of this study, methodology, participants, and how data are collected and analyzed. Chapter four shows the results of this study via the data analysis tool SPSS. Chapter five discusses the major findings of this study. The sixth chapter synthesizes the results of this study, and then discusses implications for teachers in improving Thai students’ oral Chinese competency. Limitations of this study and suggestions for further studies are discussed at the end of this paper.