A Survey Of Korean Students’ Chinese Vocabulary Memorization

Vocabulary is an important part in learning Chinese, but it is a common phenomenon that learners feel vocabulary memorization is hard, and there is no willing or no clue to memorize vocabulary. Therefore, how to teach students to memorize Chinese vocabulary is the problem that teachers should solve now. It is good to Vocabulary teaching and memorizing, and it is also an innovative topic. This paper regards three grade students from a Korean high school as the research object, gets students’awareness of Chinese and the usage of memory strategies of students through the detailed investigation. From analyzing theses real and rich data, this paper summarizes some revelations which is good for memorizing vocabulary of teaching. Some of them are pretty creative, like leading students to sharp their own styles of vocabulary memorization, and leading students to use more deep memory strategies to remember words better. All of above is meaningful for students, teachers and linguistics.This paper has seven parts. The introduction is about the reason why to write this subject and its meaning, methods, history and theoretical basis. The second part is survey design. This part states the design of survey combining with theoretical basis. And also, this part describes the structure of this survey. The third part is about the preparation of analyzing of data which is from survey Ⅱ. This paper detects the reliability, the validity and the common factor of survey Ⅱ by using software SPSS. The fourth part is the data statistics and analysis of survey Ⅰ. And the next part is the data statistics and analysis of survey Ⅱ. The sixth part is some useful teaching strategies based on the fourth and fifth part. They are:①Keep students well liked of Chinese; ②Raise students’awareness of the importance of Chinese vocabulary;③Help students to remember the shape of Chinese words;④Increase the probability of picking the shape of Chinese words; ⑤Help students to recall the meaning of words directly;⑥Weaken students’ dependence of Korean; ⑦Use more auditory stimuli in classes;⑧Strengthen the application of deep memory strategies; ⑨Lead students to form their own style of memory;⑩Improve the use of metacognitive strategies. The seventh part is the final part, which is the insufficient of this paper.