Revealed Research Of Korean Children’s Chinese Studying Strategies

Recently，with the development of teaching Chinese project in theworld and the hard working of the teachers of teaching Chinese as asecond language, Chinese has already spread to almost all the areas ofthe whole world. And at the same time, many countries or regions thinkhighly of the Chinese’s state and many countries have already includedChinese in the formal curriculum system. Many primary,middle andhigh schools students in some countries,they begin to learn Chinese astheir second language. As our friends in South Korea, not only is theprimary students learning Chinese in China, is also the country withhigher penetration of Chinese.At present, Chinese not only promotedmany university in South Korea, many primary and middle school inSouth Korea have also begun to learn Chinese, and the students whohave already learned Chinese trend to be younger and younger.For the youngest Chinese learners, kids, who’s mother tongues areother different languages. And this kind teaching of Chinese is theimportant part and the foundation of the whole Chinese teaching.In the future, whether can Chinese teaching also develop very well, itdepends on the kids’ Chinese teaching, to some extent. In fact, the studyof the theory of the teaching Chinese as a second language or foreignlanguage is relative lag in our country now, the children can be referenceto the theory of second language acquisition theory and the relative lackof research results. Among them, the units of country children Chineselanguage teaching research is few and far behind. Most of that researchachievements were studied by some teachers’ teaching experience, alsothey are the views of teaching not learning, such as many papers aboutusing games during the kids’ Chinese teaching classes. They are lack ofsupports of the vital theories.This paper takes the south Korean children’s Chinese languagelearners as the research object, taking the form of questionnaire survey,analysis and study of South Korea’s children’s learning strategies in theprocess of learning Chinese usage. In addition, take a part of kids fromthe successful kids’ Chinese learners to study their learning strategiesabout Chinese and to summarize the most used learning methods. Hopethe final results could promote the Chinese international teaching andthe Chinese teachers’ training and so on. Also, in this paper, there aremore shortcomings, the further in-depth study of it is remained. Finally, I sincerely hope that the teachers who engaged inChinese teaching and research will get together, contributing to theresearch of kids’ Chinese language teaching and acquisition.