The Target Language Environment Of South Korean Students Learning Chinese Strategy

Surveying32housewives who learn Chinese in Ulsan area of South Koreamainly by questionnaire and interviews, this paper researched and analyzed theirusing of Chinese learning strategy.Based on the famous American applied linguist Rebecca Oxford’s "StrategiesInventory for Language Learning"(referred to as SILL), referring to the Koreanversion of the questionnaire in Wang Li’s (2006) Master degree thesis, and withsome slight modifications the author developed a CSLS questionnaire. Thisquestionnaire was taken as the main research instrument in this study. Combinedwith the interview,we use the SPSS software to do quantitative analysis with thedata.Survey results reveal that:(1) When the Korean housewives learn Chinese inthe non-target language environment, the activity of they using learning strategiesis not very high, among the six kinds of strategies, relatively speaking, the mostfrequently used are metacognitive strategies, followed by memory strategies andcognitive strategies, and the infrequently used strategies are affective strategiesand social strategies and compensation strategies;(2) the difference of age willaffect the use of Korean housewives’ Chinese learning strategy, housewives agingbetween35-55most often use metacognitive strategies, and housewives agingbetween55-65most frequently use cognitive strategies;(3) year of study will alsoaffect the use of Korean housewives’ Chinese learning strategy, the most commonly used Chinese learning strategies of housewives who learn Chinese notmore than a year(including one year) are metacognitive strategies, followed bymemory strategies, cognitive strategies and again affective strategies, finally arethe compensation strategies and social strategies; the most commonly usedChinese learning strategies of housewives who learn Chinese more than a year aremetacognitive strategies, followed by social strategy and cognitive strategy, againis the affective strategies and compensation strategies, memory strategies at last.In addition, the author also counts the items of high frequency of using amongvarious strategies and items in the top ten of all strategies, to get a more intuitiveunderstanding.This paper is divided into five chapters. Chapter1is the introduction, mainlyelaborating the background and significance of the topic. Chapter2is the researchreview, mainly expounding the definition and classification of learning strategies,and summarizes the current status of research on learning strategies of Chinese.Chapter3is the survey and research on the Chinese learning strategy of the SouthKorean housewives, mainly about the learning characteristics of the South Koreanhousewives and the design of the program. Chapter4is the analysis results of theSouth Korean housewives’ Chinese learning strategy research, presenting theoverall usage of the South Korean housewives ‘Chinese learning strategy, therelationship between strategy learning and the age, the relationship betweenstrategy learning and the period of studying, and the usage of each learningstrategy, analyzing and introducing the usage of all kinds of strategies. Chapter5is the conclusion, summarizing the research results and its implications for Chinese teaching, putting forward some corresponding teaching suggestions,finally pointing out the deficiency of the research as well as the expectation offurther research.