중국 거주 중국인의 계층별 한국어 학습전략 분석 연구

초록

This study aimed to examine the language learning strategies used by students learning the Korean language in China and whether there are differences in language learning strategies used based on individual variables. In order to analyze the language learning strategies used by Korean learners in China, the research instrument used is adjusted according to SILL (Strategies Inventory of Language Learning) questionnaire by Oxford. The questionnaire is administered to 209 respondents in the age groups of 10s, 20s, 30s, 40s, and 50s. The research results are as follows: First, the use of language learning strategies varies according to the learner’s age, and learners in their 40s have the most frequency of using language learning strategies. For different age groups, the order of learning strategies used in Korean study is also different. Second, significant differences are seen in the use of language learning strategies according to the learner’s gender. Both male and the female learners use learning strategies in the following order: social strategies, meta-cognitive strategies, cognitive strategies, affective strategies, compensation strategies and, memory strategies. The study also found that female learners demonstrate a more active use of language learning strategies during the process of learning than their male counterparts. Third, the use of language learning strategies shows a meaningful difference according to different learning purposes. Thus, the difference of learning purpose needs to be considered in teaching and learning Korean. Fourth, according to analysis on the period of learning Korean language, learners with more than 2- year experience tend to use language learning strategies more frequently. This implies that there is a meaningful correlation between the period of learning and the use of language learning strategies. Fifth, there is different usage of language learning strategies according to the learner’s proficiency in Korean. The advanced learners use cognitive strategy most, whereas the basic and intermediate learners use it least. The correlation between the results of this study and the follow-up study for online Korean language education in China is discussed.

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