The Research On Learning Strategies Of South Koreanlearners Of Chinese Language Under The Circumstance Of Non-target Language

This paper uses the method of questionnaire survey, to research on theChinese-language learning strategies of the Chinese-language learners in theConfucius institute at WooSuk University, South Korea. The students participating inthe survey are from the Confucius Institute and other institutes of Woosuk University.This paper analyzes the Chinese-language learning strategies of South Korea learnersof Chinese in the circumstance of non-target language, as well as the influence of thelearner’s gender, age, time of learning Chinese and Chinese proficiency and otheraspects to the strategies for learning Chinese language. In addition, the author basedon the conclusions drawn from the study, associates those with the courseIntermediate Conversation and the course New HSK6, improves the teaching methodsof the author in the Confucius institute at WooSuk University, South Korea, andguides students to choose effective and reasonable strategies for their learningChinese language. The author believes that this study could provide some inspirationand help for South Korean students to choose their learning strategies, as well asteachers teaching in South Korea Confucius Institutes to improve their teachingmethods.The paper is composed of five chapters. In the first chapter, the author from threeaspects, the influence of Chinese language in the world, the situation of foreignstudents in China as well as the development of Chinese language in South Korea,indicates the reasons why this article takes South Korean learners of Chinese languageunder the circumstance of non-target language as the objects, to research their use ofChinese-language learning strategies, and also the significance of this. In the secondchapter, the author outlines the learning strategies, the learning strategies for thesecond language as well as the learning strategies for Chinese as the second languagerespectively. First of all, this article summarizes the four definitions of learningstrategies, and then explains the differences between these definitions of learningstrategies; then the study illustrates the different classifications of learning strategies, factors having influence on learning strategies, related trainings and other issues.Secondly, in accordance with the time, the author outlines the research process of thelearning strategies for the second language. Again, the author provides an overviewabout the learning strategies for Chinese as the second language. In the third chapter,the author describes the specific design of this study, including the research objects,research tools, research methods and other aspects. In the fourth chapter, the authoruses SPSS19.0to analyze the survey data, and then describes, discusses the analyticresults. The fifth chapter is the conclusion, in which the author summarizes theconclusions of this study, and based on the combination of conclusions and teachingpractice, draws suggestions to improve the teaching methods, and at the same timeanalyzes the weakness of this experiment and indicates the further ideas.The objects of this study are the students studying in the Confucius institute atWooSuk University, South Korea, mainly including the college students of WoosukUniversity and various other colleges in Jeonju, teachers and headmasters of variousprimary and secondary schools in Jeonju, as well as some government officials andcompany staffs in Jeonju. They have varieties of motives to learn Chinese, some forthe study, some for the work, and some for the interest. This study draws theconclusions that under the non-target language circumstance, the learners studyingChinese language often use the metacognitive strategy, the social strategy and thecognitive strategy, while the least popular is the memory strategy. The gender doesnot make any significant effect on the use of the Chinese-language learningstrategies. In South Korea, the Chinese language learners of different ages vary inthe use of the memory strategy. At the same time, the time of learning Chineselanguage has effect on the use of both direct strategies and indirect strategies, andspecifically, the time of learning has effect on the use of the cognitive strategy, thecompensatory strategy and the social strategy. For the Chinese proficiency, it isrelated to the indirect strategies, and specifically the Chinese proficiency has effecton the use of cognitive strategy, compensatory strategy, and social strategy.Based on the conclusions drawn from the research, the author applies theseconclusions into the teaching practice, and in the two courses, Intermediate Conversation and New HSK6, through improving the teaching methods, guidesstudents to reasonably use the learning strategies, such as before class let students toidentify the important and difficult points of the text, in class teachers enhance therepetition of words, after finishing the text teachers and students carry out theconversation practices using the words learned just in this class, teachers directlyimpart problem-solving skills to students, students use these skills to answerquestions and etc.The raw data obtained in this study is not satisfactory and the statistical strategiesare not closely related to each other, which indicate that when conductingquestionnaire survey, there is some information bias in the collected information.And at WooSuk University, the effective collected questionnaires are small innumber. In addition, the author has not received any systematic training of statistics,so not many statistical methods are used in this research. In further studies, theauthor would like to carry out the comparative study on South Korean students inChina and South Korean learners of Chinese language, analyze the situations ofdifferent Chinese language learners using the learning strategies under the non-targetlanguage circumstance and the target language circumstance.