| This study investigates Chinese V-O Lihe verbs learning strategies of the intermediate and advanced-level South Korean students, based on questionnaires and interview.40foreign Students from South Korea, who are learning Chinese in Nanjing University and Nanjing Normal University, were requested to answer a Lihe verb test and an Strategy Inventory for Liheverb Learning (modified from Oxford SILL v.5). The test was used to measure how well the students have mastered the Lihe verbs. The strategy inventory, including strategies on cognitive, metacognitive, affective and social strategies, is used to describe which strategies the students choose to use and how often they use them when learning the Lihe verbs.Detailed analysis of the data collected is used to see whether there is correlation between learning strategies employed by learners and their achievement on Lihe verb learning. And findings are as following:(1) Rank of the frequency of the four categories of Lihe verb learning strategies is: social strategies>metacognitive strategies>cognitive strategies>affective strategies. The possible reason why students use social strategies most often is that they haven’t mastered Liheverb well enough, so that they tend to evade, replace Lihe verb when they need to use them or draw support from other language (Engilsh or Korean) during communication. The seldom use of cognitive strategies leads to the unsatisfied result of most students in the Lihe verb test.(2) Elective attention, discrimination, focusing on Lihe vebs and good use of the target language resources are proved to be correlated with higher achievement in Lihe testing. Drawing support from mother tongue blocks the master of Lihe verbs.(3) Sex and motivation factors show little correlation with Lihe verb learning strategies, while female students use self-motivation more often than male ones. Besides, integrative motivated learners got higher scores than instrumental ones. |
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