Research On Chinese Vocabulary Learning Strategies Of Korean Foreign Language High School Students

In recent years,China's rapid development in political,economic and cultural makes China's rising international status,China is playing an increasingly important role in the world.With this trend,countries around the world have set off a boom in Chinese learning,the global "Chinese fever" phenomenon continues to heat up.South Korea is not only a close neighbor of China,but also has a deep historical relationship with China.In March 2018,the author took part in the Chinese hanban teachers volunteer projects,on assignment to teach at ulsan foreign language high school.The students of Ulsan foreign language high school accept more concentrated,more professional and more long-term Chinese teaching under the school's strict teaching system.The author hopes to analyze the correlation between vocabulary learning strategies,individual differences and Chinese scores by investigating learners' Chinese vocabulary learning strategies,so as to find out effective Chinese vocabulary learning strategies,provide certain reference basis for Chinese teaching methods and promote the development of Chinese teaching.It is found that students of foreign language high school often use vocabulary learning strategies,and the frequency of vocabulary learning strategies they use is in order of cognitive strategies,social affective strategies,memory strategies,and metacognitive strategies.However,different individual differences have differences in the use of vocabulary learning strategies.Girls are more likely to use rote learning strategies than boys,and students in Chinese class are more likely to use autonomous learning strategies than students in English class.However,learners in different grades and at different Chinese levels have no significant differences in the use of vocabulary learning strategies.The students with high score and those with low score had the most significant difference in the frequency of using vocabulary learning strategies.The students with high score used metacognitive strategies and cognitive strategies more frequently,and the students with high score also used cognitive strategies more frequently than those with medium score.There was a significant positive correlation between the frequency of vocabulary learning strategies used by students in Ulsan foreign language high school and their interest in Chinese andtest scores.The students who were more interested in Chinese and the students with better scores used vocabulary learning strategies more frequently.There was a significant positive correlation between the frequency of students' use of cognitive strategies and the time they spent learning Chinese and their Chinese proficiency.The longer they spent in learning Chinese,the better their Chinese proficiency would be.According to the characteristics of the vocabulary learning of the students in Ulsan foreign language high school,this paper puts forward some Suggestions on vocabulary learning and vocabulary teaching for the foreign language high school students.In the author's opinion,students should objectively evaluate their own learning situation and select appropriate and effective vocabulary learning strategies.To learn to learn Chinese vocabulary in life,looking for interesting learning methods;Preview new words in advance,strengthen vocabulary practice,timely review the vocabulary knowledge.Chinese teachers should pay more attention to the teaching of vocabulary learning strategies,take into account the four vocabulary learning strategies,speak more and practice more,and summarize in time to improve the frequency of the use of cognitive strategies.To establish a set of effective vocabulary learning inspection system for students and help them improve the frequency of metacognitive strategies;In the process of teaching,we should contact with the reality of life and adopt diversified teaching skills.The most important thing is to teach students in accordance with their aptitude according to their individual differences.