| This paper is a report on the Chinese language as the second language learning strategiessurvey report, we according to the respected academics learning strategy three element theory,namely the metacognitive strategies, cognitive strategies, social affective strategiesclassification, refer to the previous Oxford Reading Strategies Inventory, and Wen Qiufang’sbeliefs about foreign language learning questionnaire and other related mature readingstrategies on the basis of the scale, the design of the questionnaire. And through the use ofquestionnaires and interviews, the student at the Northeast Normal University in41Koreanstudents of intermediate Chinese reading learning strategy use a circumstance to makeinvestigation and analysis. Through numerical comparison, analysis, respectively, reach thefollowing conclusion:According to the survey results showed: Korean students in Chinese readingcomprehension process, the most commonly used learning strategies cognitive strategies,followed by meta cognitive strategy, the last is the social/affective strategy. Korean studentsoften use specific learning strategies are: the use of context scenarios, using the targetlanguage resources, using the key words, the visual image, deductive, repeat; secondly toreorganize, translation, classified; most commonly used for notes and self management.Male and female students in metacognitive strategies and social/affective strategy doesnot exist significant differences. Only in the cognitive strategies on the two there was asignificant difference: use of target language resources, boys more than girls. Use of soundrepresentation, boys more than girls, there was significant difference.Student record, in metacognitive strategies and social/affective there is no difference on,only in certain strategies cognitive strategies on both exist significant differences: theeugenics were more likely to choose to use body movements and repetitive learning strategies,and the inferior students prefer using the key words reading learning strategy, while the reststrategy choice of the difference is not obvious. That is to say, the excellent use of repetitionand body movements of these two strategies than the dysgenic frequency.This investigation report in the combination of these results, according to the teachingChinese as a second language theory, aiming at the current measured by the Korean studentsactual condition, were analyzed and discussed, and put forward the teaching suggestion,expect to Korean students in Chinese reading friends have some help. |
