Comparative Study On Learning Strategies Between Korean Chinese Learners In China And Those In Korea

In this paper, the study investigates the listening and spoken Chineselearning strategies of Korean overseas students and Chinese learners in Korea by themeans of questionnaires and interviews, and inspects 30 Korean students in theChinese Academy of Shaanxi Normal University, and Korea Jiangling City 25 languagelearners. On this basis, it analyzes the differences of using learning strategies and pointsout the similarities and differences that Chinese teaching in different contexts. We hopethat the results of this study can help those students to choose the better way to study inChina and Korea.This paper is divided into five chapters. Chapterl introduces the current situationof China's foreign language teaching and learning strategies and the significance of theanalysis of the importance of listening and speaking ability. Explain the meaning andorigin of this thesis topic. Chapter 2 discusses the background, the learning strategydefinition, classification, listening and speaking, and the main research strategy forstudying abroad heard reviewed, summarizing the results of research on ChineseTeaching and Learning. Chapter 3 is about designation and data collection process ofthis study. Chapter 4 will collect and analysis the data using SPSS 11.5, and the resultsare described, Analysis and discussion, we arrive at a final conclusion. Chapter 5summarizes the results of this study, teaching and inspiration of this study point out thelimitations.The conclusion of this paper is that in the case of frequency of overall strategiesand the three strategies, the Korean overseas students are higher than the Chineselearners in Korea. Both of them use social/emotional strategy more frequently, whilethe use of meta-cognitive strategies is the least. Meta-cognitive strategies andsocial-emotional strategy is not obviously different, but cognitive strategies and overallstrategy have obvious difference.In the three spoken strategies, the frequency of their use and the general frequencyof use, the Korean overseas students are higher than the Chinese learners in Korea.Korean overseas students prefer to use meta-cognitive strategies. Chinese learners inKorea tend to use more cognitive strategy. Both of them, three strategies and overallstrategy are significant differences.