A Study On The Chinese Paragraph Learning Strategies Of Medium-Level Korean Students

This thesis is a study on the Chinese paragraph learning strategies of medium-level Korean students. We ask 33 Korean students to complete a Chinese paragraph learning questionnaire. Based on the questionnaire, these students'beliefs and strategies about Chinese paragraph learning are analyzed. Results show that, (1) they predominantly believe that Chinese paragraph should be carefully studied through memorization. (2) the strategies that they use most are social/affective strategies, then metacognitive strategies and the ones that they use least are cognitive strategies. (3) their beliefs about Chinese paragraph are significantly correlated with the metacognitive strategies that they use. (4) their cognitive strategies are significantly correlated with learning effects, and the relationship between metacognitive strategies and learning effects is much nearer to the .05 significant level. (5) the strategies used by high-score students and low-score students are different statistically. High-score students listen to Chinese radio more often than low-score students. When do listening or reading test, high-score students often use multiple-choices to get a general idea and predict. Finally, the underlying reasons are explored and some suggestions are given.