网络环境下韩语学习者学习策略调查  

作　　者：孟丽[1] 张明侠[1] 

机构地区：[1]中国传媒大学南广学院,江苏南京211172

出　　处：《高教学刊》2016年第22期56-59,共4页Journal of Higher Education

基　　金：江苏省教育厅高教哲学社会科学研究项目"网络环境下韩语学习策略研究"(编号:2016SJD880052)

摘　　要：文章调查并分析了国内四所高校三个年级韩语学习者利用网络学习韩语时的学习策略使用情况。调查结果显示:(1)这四所学校韩语学习者的学习策略使用处于中等频率水平。在六项学习策略中,各校使用频率最高的是补偿策略,有两所学校甚至已达到了高频使用水平。与之相反,多数学校低频使用的学习策略是记忆策略。整体而言,四所学校的韩语学习者在情感策略的使用上差异较大,长师与中传的韩语学习者在该策略的使用频率上达到了显著差异水平。(2)从接受问卷调查的三个年级来看,除情感策略外,13级与14、15级学生在其他各项学习策略的使用频率上均有显著差异。(3)从性别上来看,男生与女生的补偿策略、情感策略使用频率都很高,且男生的使用频率略高于女生,但在认知策略、元认知策略和社交策略的使用上,女生则高于男生。This paper investigates and analyzes how the study strategies are used by the Korean language learners from three grades in four different universities in China when they learn Korean by utilizing the Internet. The survey has the following results. Firstly, Korean language learners from the four universities use study strategies at a medium frequency. Among the six study strategies, compensation strategy was used with the highest frequency in every university, and the figure has even reached a high level in two universities. On the contrary, memory strategy was employed with a low frequency among most of the universities. Generally speaking, learners from the four universities have great differences in making use of the affective strategy, among which there is a great diversity between Changchun Normal University and Communication University of China in this regard. Secondly, from a perspective of the three different grades, significant differences are showed between students from grade 13 and grades 14 ＆ 15 in the using frequencies of all the study strategies except the affective strategy. Thirdly, from the gender perspective, both male students and female students have high usage frequencies in compensation strategy and affective strategy, and the data of male students is slightly higher than that of female students. But, female students use cognitive strategy, metacognitive strategy and social strategy more frequently than male students.

关 键 词：网络环境 韩语学习者 学习策略 调查 

分 类 号：G640[文化科学—高等教育学]