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A Study on Using the Learning Strategies of (In)effective Korean Language Learners - A comparative investigation between Korean Government Postgraduate Scholarship recipients and Chinese learners -

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국제한국언어문화학회 (International Network For Korean Language And Culture (Ink))|2016.12|한국언어문화학 (Journal of the International Network for Korean Language and Culture)|제13권 제3호|pp. 231-259|DOI http://dx.doi.org/10.15652/ink.2016.13.3.231

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키워드

Korean language education한국어 교육SILL학습 전략중국인 한국어 학습자learning strategiesKorean Government Postgraduate ScholarshipChinese learners of the Korean language(in) effective learnersStrategy Inventory for Language Learning한국정부초청 대학원장학생(비)효율적인 학습자학습전략설문지

초록

This study aimed to examine why some Korean language learners do much better than others, as well as what differentiates the good leaners from the unsuccessful ones. The main purpose for proceeding with this study was to find any correlation between learning strategies and the academic achievement of students learning Korean in a second-language learning environment in Korea as Korean Government Postgraduate Scholarship Program(KGSP) recipients. To reach this goal, the researcher compared the learning strategies of two groups of learners: effective and ineffective KGSP learners, and effective and ineffective Chinese learners of the Korean language. The Strategy Inventory for Language Learning(SILL) developed by Oxford was used with some adaptation for the present study. The survey was conducted in June 2016. Afterward, 113 valid responses(44 KGSP learners and 69 Chinese learners) were analyzed. The t-test of the responses of the KGSP learners revealed that there was no meaningful difference in the learning strategies of the effective and ineffective learners. However, the t-test of the responses of the Chinese learners showed that the effective learners more frequently used memory, cognitive, and metacognitive strategies than their ineffective classmates. The results of ANOVA showed that learning strategies exerted a very slim influence on learners’ academic achievement, and that learning strategy could be used as a predictor for academic achievement. In conclusion, the results of the study suggest that academic achieve-ments are rather consequences of a series of complex learning behaviors, including learning styles, motivations, psychological conditions, age, gender, and attitudes.

Abstract

This study aimed to examine why some Korean language learners do much better than others, as well as what differentiates the good leaners from the unsuccessful ones. The main purpose for proceeding with this study was to find any correlation between learning strategies and the academic achievement of students learning Korean in a second-language learning environment in Korea as Korean Government Postgraduate Scholarship Program(KGSP) recipients. To reach this goal, the researcher compared the learning strategies of two groups of learners: effective and ineffective KGSP learners, and effective and ineffective Chinese learners of the Korean language. The Strategy Inventory for Language Learning(SILL) developed by Oxford was used with some adaptation for the present study. The survey was conducted in June 2016. Afterward, 113 valid responses(44 KGSP learners and 69 Chinese learners) were analyzed. The t-test of the responses of the KGSP learners revealed that there was no meaningful difference in the learning strategies of the effective and ineffective learners. However, the t-test of the responses of the Chinese learners showed that the effective learners more frequently used memory, cognitive, and metacognitive strategies than their ineffective classmates. The results of ANOVA showed that learning strategies exerted a very slim influence on learners’ academic achievement, and that learning strategy could be used as a predictor for academic achievement. In conclusion, the results of the study suggest that academic achieve-ments are rather consequences of a series of complex learning behaviors, including learning styles, motivations, psychological conditions, age, gender, and attitudes.

참고문헌 (32)

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