A Survey And Teaching Experiment Of Reading Strategies For Foreign Students From South Korea At The Intermediate Stage

South Korean students have some difficulties in Chinese reading, such as a long reading time, poor comprehension of the coherence of Chinese articles. In fact, these problems are related to reading strategies to some extent. The questionnaire about reading strategies completed by 42 students from South Korean at the intermediate stage of Bohai University showed that their reading level was related to the application of reading strategies. The questionnaire is based on the meta cognitive strategies, cognitive strategies and social effective strategies in educational psychology.To further prove the validity of this conclusion, the students of two classes in Bohai University of the intermediate level were chosen to conduct an experiment. The students of two classes had the same Chinese level. The students of one class were involved in experimental teaching strategy training, another for normal reading teaching. There were 11 Korean students in the experimental class, and 10 students for control class. Strategy training teaching experiment was carried out through the training of meta cognitive strategies, cognitive strategies and social effective strategies. After the experiment, the 11 students in the experimental class were tested again with the same questionnaire. After the comparison and analysis of two survey results, the experimental class of Korean students used reading methods and reading strategy more frequently. In the end, the experimental class students accepting strategy training and the control class without strategy training were taken a reading test. Through the comparison and analysis of scores of these two classes, it was found that the average score of students in the experimental class was higher than that in the control class. The reading level of students in the experimental class was also improved.The questionnaire and experimental results suggested that their reading level was related to the application of reading strategies. So, teachers should regularly pay attention to improving the training of meta cognitive learning strategy and conduct specific reading strategic training though emphasizing the importance of meta cognition and strengthening the effects and guiding role of meta cognition theory. In terms of cognition, teachers should consider the balance between the application of reading strategies and the basic knowledge of language. In the aspect of social emotion, teachers can arouse students’ attention by extending part of reading communication during the class.