| This thesis makes an empirical study on Chinese vocabulary strategies learning of the Korean and Japanese students learning Chinese in International culture exchange School of Fudan University. It examines and analyzes the overall frequency with which these students employ learning strategies. The comparison between the results of the Korean students and the results of the Japanese students is also examined. The findings of the research suggest that the learning strategies employed most frequently by the foreign students are cognitive, followed by met-cognitive, while social strategies are least employed. In Meta-cognitive strategies, management strategies are more employed. In cognitive strategies, dictionary strategies are most employed, followed by guessing strategies and memory strategies, while note-taking strategies are least employed. The research also shows that there exist many differences between Japanese students and Korean students, Meta-cognitive strategies are most employed by Korean students, while cognitive strategies are more employed by Japanese students. And dictionary strategies are more employed by Japanese students. This paper has certain reference value for Chinese vocabulary teaching and learning strategy training for Japanese and Korean students.The present thesis consist five chapters. Chapter one introduce the importance of vocabulary learning and the strategy training. Chapter Two explains the concepts and some major concepts of language learning strategies, analyses the process of vocabulary comprehension and reviews major studies on vocabulary learning strategies in and outside China. Chapter Three talks about how we explore the investigation and collect the data. Chapter Four analyses the data professed with SPSS17.0 and involves the results and discussion.Chapter Five concludes the study, gives implications for vocabulary teaching and learning, Points out the limitations and Presents suggestions for further studies,... |
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