The Relationship Between Self-Efficacy Chinese Learning Motivation Learning Strategies And MHK Achievement Of Chinese Korean High School Students

The research on the main factor of Chinese learning are mostly concentrated in the foreign students at home and abroad, but the main factor of research of minority individual is very limited, and no one ever chose Chinese Korean individuals as research object. This thesis selects Yanbian Korean high school students as the research object, through practical investigation, understanding and analysis the situation of Chinese learning motivation self-efficacy, learning strategies and the differences of gender, major, high mark and low mark groups of Korean high school students. Analysis the direct relationship learning motivation, self-efficacy, learning strategies and how to effect MHK achievement. In order to further enrich the second language acquisition research studies in the field, widen new thinking, provide a useful reference for the Korean language learning and teaching.This paper mainly used the ways of literature, surveys, interviews combined quantitative and qualitative study, carried out the research from the following nine aspects:1the basic situation of Korean high school students Chinese learning motivation, self-efficacy, learning strategies;2, different comparison of learning motivation, self-efficacy, learning strategies in gender, major, and high mark and low mark groups;3, analysis’ the relationship of learning motivation, self-efficacy, learning strategies4, influence factors of MHK achievementBase on the sample survey and the analysis, the paper draws the following conclusions:1, Korean high school students learning motivation, self-efficacy, learning strategies in high and low subgroups are different; merging motivation in learning motivation exists professional differences; learning behavior self-efficacy dimensions exist gender difference; metacognitive strategies and social strategies exist gender difference, memory strategy exists professional differences.2, Korean high school students learning motivation, self-efficacy, learning strategies and MHK scores exist significant correlation.3, Chinese language learning motivation, learning strategies plays a role in predicting the performance of MHK. 4, Academic self-efficacy in the integration of sexual motivation in Chinese learning and memory, cognitive, metacognitive, compensation, affective strategies have positive prediction.5, Academic self-efficacy in instrumental motivation in Chinese learning and memory, cognitive, metacognitive strategies with reverse prediction function.6, Academic self-efficacy in the internal motivation in Chinese learning and memory, cognitive, metacognitive, emotional compensation, social strategies have positive prediction.7, Academic self-efficacy in the external motivation in Chinese learning and memory, cognitive, metacognitive, compensation social strategies has positive prediction.8, Academic self-efficacy in the achievement motivation in Chinese learning and memory, cognitive, social, compensation strategies has positive prediction.9, Motivation of learning Chinese, Chinese language learning strategy directly affects the MHK performance; academic self-efficacy through learning strategy indirectly influence MHK scores; learning motivation through academic self-efficacy influence the learning strategies of indirect effects of MHK achievement.