The Comparative Study On The Spoken Chinese Learning Strategies Of Korean Students And African Students

Learning strategies play important roles in second language acquisition.The community of teaching Chinese as a second language started studying the Chinese strategies to international students since 1998,and the macro comprehensive studies kept a large proportion,the micro special studies occupied a small proportion,especially the spoken learning strategies.This study is to research and investigate the overall statistics in the process of studying spoken Chinese and compare the differences between the Korean students and African students who have learned spoken Chinese for the same time by combining with the quantitative research and qualitative research.According to the above research results,we analyze the reasons of causing the differences and put forward some proposals concerning the teaching and learning.In this paper,the quantitative questionnaire is designed on the basis of reference of Oxford's learning strategy scale.The qualitative research is based on the case interview to four surveyed objects.The results of questionnaire survey and case interview show that the most frequently used spoken Chinese language strategy used by African students is the social strategy,metacognitive strategy followed by cognitive strategy,memory strategy,compensatory strategy and affective strategy.The lowest frequently used spoken Chinese language learning strategy used by Korean students is social strategy,which is on the contrary to the African students.And the Korean students always use memory strategy and affective strategy.In the use of concrete policy of the six major strategies,there are some similarities between the two groups,including paying attention to the accuracy in compensatory strategy,imitating native speakers in the cognitive strategy and focusing on the meaning of the language form in social environment in memory strategy.The differences mainly involve whether avoiding of the mother tongue and relying too much on the dictionary in cognitive strategy,whether only talking about familiar topics in compensatory strategies,whether choosing the native speakers as oral communication objects in metacognitive strategies,and whether widely using social strategies and affective strategies.The research of the compare between these two groups is almost blank in the current community of teaching Chinese as a second language.We hope that the findings of this study can provide a reference to the spoken Chinese teaching to the Korean students and African students.