The aim of this study is to lay the foundation for coming up with an effective strategy for teaching Korean to Vietnamese students, by analyzing their motivation to learn Korean, their language capabilities, and the types of studying strategies used b... The aim of this study is to lay the foundation for coming up with an effective strategy for teaching Korean to Vietnamese students, by analyzing their motivation to learn Korean, their language capabilities, and the types of studying strategies used by gender. In the field of language learning in which a focus on the learner is emphasized, the importance of a study on learning strategies has received an intensive attention and there have also been many related studies. However, there is a noticeable lacking in the diversity and number of studies on Korean learning strategies compared to those of other languages. To this, this study aims to look at the growing trend of Vietnamese people that are learning Korean in order to identify the traits of learning strategies they use. The results of this study are expected to be very useful material for laying the foundation for not only studies in the field of Korean learning strategies, but also for future studies on Vietnamese people learning Korean. This study utilized SILL(Strategy Inventory for Language Learning) developed by OXFORD, a tool for measuring learning strategies, by editing the 50 questions to 30 questions to fit the use and purpose of this study, and utilized this as “An instrument for assessing Korean learning strategies.”Also the English Learning Motivation Survey, an instrument for assessing English learning motivation developed by Lee Ok-ju (1998), was adapted to fit Korean learning and was utilised as “An instrument for assessing Korean learning motivation.” Based on this, a survey was conducted on 120 Vietnamese students taking the 2016 fall semester Korean course at the International Language and Culture Education Center in Sang Myung University. Among this, responses of 115 (64 beginner, 30 intermediate, 21 advanced) students excluding those that were unreliable, were analyzed for the study. The results of the analysis are as follows. Firstly, in terms of overall use of learning strategies of most Vietnamese learners of the Korean language, it was shown that they proactively make use of metacognition, social, cognitive, compensation, and memory strategies in that order. Above all, the metacognition strategy stood out the most, and more male learners than female learners used this strategy, and it was shown that by language skill levels, intermediate learners, beginners, and advanced learners used this strategy most often in that order. On the other hand, in terms of learning motivations, the one that stood out the most wasinstrumental orientation, and the lowest scoring was self-efficacy. Upon analysis on the correlation between learning motivation and use of learning strategy, firstly there was a significantly positive correlation between learning strategy and most learning motivations excluding foreign language anxiety. Secondly, those with high levels of integrative orientation and desire for achievement in terms of learning motivation showed frequent use of learning strategies, of which the most often used were social strategy and metacognitive strategy. Thirdly, instrumental orientation, which was the most popular motivation for learning amongst Vietnamese students, had a strong correlation with cognitive strategy, social strategy, and metacognitive strategy. Fourthly, self-efficacy had a low but significantly positive correlation with cognitive strategy and memory strategy, which are both strategies that directly affect learning. There was no noticeable difference between beginner, intermediate, and advanced students in terms of traits of using learning strategies. However, use of compensation strategy was the lowest for beginners and the memory strategy was the lowest for intermediate to advanced students. In terms of traits of using learning strategies according to gender, there was no significant difference between genders as they both actively used metacognitive strategies. However, female students showed more aggressiveness when it came to using learning strategies overall. This study is significant in that it is an attempt to study the learning strategies of Vietnamese students learning Korean at a point in which the majority of subjects for studies on learning strategies for the Korean language comes from a specific region (countries that speak Chinese). However, it has certain limitations such as the fact that the subjects of analysis were restricted to the current students at the International Language and Culture Education Center at Sangmyung University, and that the factors that influence learning strategies were limited to learning motivation, language capabilities, and gender. Studies on Korean learning strategies will need to be expanded to cover learners from more diverse language backgrounds, and based on this a more effective teaching strategy should be developed for each individual learning group. keyword: Korean, Vietnamese Korean Learners, Language Learning Strategies ，韩语论文网站，韩语论文范文 |
