The Study On Chinese Learning Language Strategies Of Intermediate Korean Students

Since the 1970's,researchers and language teachers have shifted their focus of study from"how to teach"to"how to learn". Gradually the study of second language learning strategies (SLLSs) is becoming one of the important parts of second language acquisition study. More research of language strategies about second language learners have done,and many outstanding achievements have been gained. Although the angles of research on language strategies vary a lot,the ultimate purpose of all is for practical use,researchers and teachers all long for some effective language strategies that can help students master language more efficiently. (Horwitz,1987) Facing more and more intermediate Korean students learning Chinese in China, we need to do some study for them.This thesis reviews the relative literature on SLLSs and uses the questionnaire based on Oxford (1990)'s Strategy Inventory for Language Learning to identify the Chinese learning strategies used by 98 medium-level Korean students. Descriptive statistics (mean value,standard deviation),ANOVA ,T-test and correlation analysis are employed to analyze on the collected data.The results show that,(1)the using frequency of strategies is:social strategies,compensation strategies,metacognitive strategies > cognitive strategies > affective strategies > memory strategies;(2)Gender doesn't have significant influence, age significantly influences the use of strategies,students of different learning time vary on the learning strategies;(3)Social strategies,compensation strategies and metacognitive strategies have positive effect on chinese acquisition.Further research show that there are six affective learning strategies,such as"read chinese newspaper or magzine","notice the error and corret in time","loosen oneself as soon as possible when one speak chinese nervously","try to guess the meaning of the words","try to consider what the speaker will say next".Finally,on the basis of our study ,we refer to some suggestions about teaching and learning,and give a new trial about affective learning strategies training mode. We hope our study can provide some consulting for both students and teachers.