Comparative Study Of The CSLS Of Korean Students And American & European Students

Teaching Chinese to Speakers of Other Languages (TCSOL) aims to cultivate students'communicative competence in Chinese. Therefore, great importance has been attached to Chinese speaking. By the research of Chinese speaking learning strategies (CSLS), researchers try to find the guidance for TCSOL, and then to establish an optimized Chinese speaking teaching mode for TCSOL.The extant literature regarding Chinese speaking learning strategies focuses on the influence of different learning environments on the use of CSLS of students from the same cultural background. By comparative analysis, this study aims to find the employment condition of the CSLS of Korean and American & European students, who well represent students in eastern and western cultural circles respectively. Besides, the study investigates the influence of oral proficiency level on their strategies use. It is hoped that this study can provide some implications for Chinese speaking teaching and learning, supply some basic material for the establishment of Chinese speaking teaching mold, and prompt effective strategies training.Korean and American & European students from Chongqing University and Sichuan University were selected as subjects. Based on Rebecca Oxford's Strategies Inventory for Language Learning (SILL), combining with the characteristics of Chinese language itself and other researchers'relating study, a CSLS questionnaire with certain reliability and validity was designed by the author. This questionnaire was taken as the main research instrument in this study with the supplement of interview and class observation. SPSS software was applied to do quantitative analysis, and qualitative analysis was drawn from interview and class observation.Results from the study reveal that: 1. Korean and American & European students have almost the same Chinese speaking learning belief. 2. Korean and American & European students use social strategies and metacognitive strategies most often; they use memory strategies and affective strategies at a lower frequency; they use memory strategies and cognitive strategies significantly differently. 3. Elementary students and intermediate students use social strategies and metacognitive strategies most often; they use affective strategies least; they use memory strategies and affective strategies significantly differently. 4. Oral proficiency levels influence Korean students'CSLS use more greatly than its influence on American & European students. 5. Cultural backgrounds influence intermediate students'CSLS use more greatly than its influence on elementary students. 6. All the students in this study use compensation strategies with a comparatively steady tendency.Finally, implications of this study for TCSOL are made and suggestions for further research are put forward.