| This paper attempts to study the Chinese language learners of Grade 2 in Kwang-Myeong Buk Highschool in Gyeonggi Province, South Korea, and a respondent is done to them. The respondent includes memory strategy, cognitive strategy, compensation strategy, meta-cognitive strategy, affective strategy and social strategy, which is based on Oxford.’s Foreign language learning strategies questionnaire. After the survey, we analyzed all the data in the view of gender by Spss19.0, then analyzed the learning strategy for the objects of the study combining with the observation on the class. Through the analysis, we hope to know the behaviors and reasons of the learning strategies when studying Chinese between male learners and female learners. At last, we put forward some advices on the basis of the analysis to different subject.The chapter one is introduction, which includes the research background, the purpose of the research, research overviews, the measures of the paper and the introduction of South Korea’s high school students.The chapter two is about the survey, which includes survey objectives, the respondent, the research contents and its structures.The chapter three is the analysis to the survey results in detail in the view of gender. Generally speaking, the Korea’s high school Chinese language learners has significant gender difference when using learning strategies, The frequency of using learning strategies by female students is more than male students. There are three main reasons explaining it, the Physiologic reason, psychological causes and social influences. The analysis to every specific strategies show that the favorite strategy of male and female students is compensation strategy, which is because some Korean language and Chinese language has close relationship, the students’ English level is more high and they rarely use memory strategy. Social strategy is the second high strategies among male and female high school students, which is because of the high school learning environment, the intimate relationship between teachers and students and the characteristic of Korean people likes teamwork. The analysis also show that the frequency that male students using social strategy is significantly lower than female students. From observing and asking, I found that it is because the interest in Chinese between male and female students is different, male students is much lower than female students on the class and they barely communicate, there are concept of gender differences and the notion of face in Korean society. Among the six strategy, metacognitive strategy has lowest frequency in all students, at the same time, the otherness is smallest among every individual students. The reasons are the learners are high school students, they have low motivation and initiative, and they have to deal with other subjects which is much more important at there examinations. Affective strategy has low using frequency in male students and less frequency in female students. This is because the male students has more outgoing disposition and female students has more introversion disposition. A large difference among female and male students is memory strategy. The survey shows that the male students rarely use memory strategy and female students often use it. From the class I found that my partner often use Korean to explain and communicate, which makes students think they need not recite Chinese, and on the other hand, female has much more innate advantages when reciting something. Different from memory strategy, male students often use cognitive strategy while female students rarely use it. From asking and observing, I found the reasons are male and female students has different way of thinking, study habits and interests.The chapter four is summary and advices to different subjects. To schools, they can improve students’interest in Chinese language from single-sex classes, improving Chinese status in the exams and opening many kinds of Chinese Activities. To Chinese teachers, they should establish the sexual teaching idea at first. Then teachers should improve students’interest especially male students. At the same time, teachers should organize teams flexibly according to gender and activity content characteristics. When going group works, a long-term and rewarding competitive mechanism should be established and executed. To students, male students should build confidence in Chinese learning. At the same time, they would put to good use their advantages. While female students should take advantage of class and inherent to improve the efficiency of Chinese learning. Meanwhile, they should plan and adjust their Chinese learning strategies, which is also important when learning Chnese. |
