A Study On Chinese Learning Strategies Of Korean High School Students Based On Cognitive Style

As the field of linguistics gradually has paied attention to the research on students’ learning strategies,the individual difference factors which affect language learning strategy also has become a research focus. Cognitive style as an important component of individual differences also has certain influence on the second language learning strategies. At present,there are lots of related studies of cognitive styles and English learning strategy, but the study of the cognitive style between learning strategies of Chinese is still little.And in Chinese as a foreign language educational world, research in this respect is only a case study or exchange students of various countries in the quantitative research, there is still not any related research on a certain country local students. Therefore, this thesis aims to have a quantitative study on south Korean Gyeonggi-do Siheung city Seohea high school students of quantitative research,in order to test whether there is influence on Chinese learning strategies of different cognitive styles or not.Through empirical research,we can know about the South Korean high school students cognitive style and learning strategy preferences, and then we can approach the pointed suggestion to the South Korea’s Chinese teachers and students.More over,we can also provide certain reference significance for the Chinese as a foreign language educational world.The research has four main parts as follows:(1) What are the characteristic of field cognitive styles distribution among the south Korean high school students?(2) What are the characteristics of learning strategies used by South Korean high school students ?(3) What are the similarities and differences between FD and FI students in their Chinese language learning strategy use ?The first part describes the background and significance. It summarizes the research situation at home and abroad Cognitive Style and the Second Language Learning Strategies.And this part also introduces the content, methods, and theoretical basis of innovation.The second part, we selected 140 students of four Chinese class of two grade to mosaic graphics tests. And then it is concluded the characteristics of the south Korean high school students’ cognitive style type.We Select 40 students each from FD and FI students. Then through classroom observation method to verify the exactness of the cognitive style division.The third part, we selected 80 students to fill up the questionnaire which based on the test results of the second chapter. According to the personal information, we chose themotivation, other factors being equal time 48 Chinese students as the final study. Statistical analysis of its results of Chinese Language Learning Strategies. Finally,it concluded that different cognitive styles of Korean high school students differ in their preference for Chinese language learning strategies.What’s more,FD and FI students students have a statistically significant difference in the use of social strategies.The fourth part, through understanding the influence of different cognitive styles of students learning strategies,we can give south Korean high school students of different cognitive style some pertinence suggestion on Chinese language learning strategy, at the same time for Chinese teachers taught in Korea teaching strategy reference and advice are put forward.