词汇习得是汉语二语学习的核心环节，汉字体系、复杂语义与词语搭配给海外学习者带来诸多学习挑战。本文依托 O’Malley & Chamot 学习策略框架，将汉语词汇习得策略划分为认知、元认知、社会情感三类，采用问卷、半结构化访谈与词汇能力测试开展实证调查，探究不同水平学习者的策略使用特征及其习得效果。研究表明：初级学习者多依赖重复背诵等浅层认知策略；中高级学习者更倾向记忆术、分类组织与元认知调节；元认知策略运用与词汇成绩呈显著正相关；学习者个体特征与外部环境共同影响策略选择。据此从教师策略培训、教材编写、课内外环境构建层面提出教学建议，为汉语国际教育教学与学习者自主能力培养提供参考。

Vocabulary acquisition is essential for learning Chinese as a second language. Chinese ideographic characters, complex semantic relations and flexible collocations bring challenges to overseas learners. Based on O’Malley & Chamot’s strategy framework, this paper classifies vocabulary acquisition strategies into cognitive, metacognitive and social‑affective strategies. Through questionnaires, semi‑structured interviews and vocabulary competence tests, this paper explores strategy use features and acquisition effects of learners at different proficiency levels. The findings indicate that beginners mainly adopt shallow cognitive strategies such as repetition and recitation, while intermediate and advanced learners prefer mnemonics, classification and metacognitive regulation. Metacognitive strategies are significantly positively correlated with vocabulary performance. Learners’ individual characteristics and external environments jointly influence strategy choices. This paper puts forward teaching suggestions from teacher training, textbook compilation and learning‑environment construction, so as to provide references for Chinese international education and the development of learners’ autonomous competence.