Research On The Correlation Between Korean Students’ Chinese Learning Strategies And HSK Scores

In 1970 s,with further in-depth study and understanding of the language,the researchers of applied linguistics focuses on the study of learning strategies in second language acquisition research,also obtained the widespread attention of language researchers at this time,a fundamental change and research direction to “learn” from“teaching”.The research on the relationship between learning strategies and achievement has made some achievements,but the research on the correlation between Korean students’ Chinese learning strategies and HSK scores has not been seen through the keyword search of cnki.Therefore,based on the results of previous studies,this paper makes an attempt to explore the relationship between Korean students’ Chinese learning strategies and HSK scores according to the questionnaire and interview.In this study,Korean learners of Korean students and the Shandong Normal University as the research object,through the questionnaire and interviews and other research methods,combining qualitative and quantitative analysis of South Korean students learning Chinese,the relationship between strategy and the HSK total score and individual scores and makes a comprehensive analysis,and draw the following conclusion:First,there is a significant positive correlation between cognitive strategies and metacognitive strategies and HSK scores of Korean students.Second,there is a significant positive correlation in non target language environment of South Korean students HSK total score and cognitive and affective strategies;there is a significant positive correlation with the total score of HSK Korean students cognitive strategies,target language environment compensation strategies and social strategies.Third,there is a significant positive correlation between HSK scores and cognitive strategies,metacognitive strategies,affective strategies,and social strategies.There is a significant positive correlation between HSK scores and writing scores and cognitive strategies.Fourth,the high score of South Korean students use memory strategies,cognitive strategies,compensation strategies,metacognitive strategies,affective strategies and social strategies are significantly higher than the low frequency group of Korean students;in the use of cognitive strategies on the high score and low score of greatest difference,in the use of memory strategies on the difference between the two groups of minimum.In the end,the paper puts forward seven criteria for teachers to organize the classroom of Chinese teaching,and explains how to apply these seven standards to organize the classroom communication.Then,the author puts forward three suggestions to Korean students,which is helpful for Korean students to use various learning strategies more efficiently and effectively,and to promote the development of Chinese communicative competence and the improvement of Chinese proficiency.