Purpose of this is to search the aspects of the language learning strategies used in Chinese student’s Korean learning process and research the differences and changes of the strategic use in accordance with learning phase. In addition, this p... Purpose of this is to search the aspects of the language learning strategies used in Chinese student’s Korean learning process and research the differences and changes of the strategic use in accordance with learning phase. In addition, this attempts to identify the specific aspects of Chinese learner’s Korean learning strategies and to provide a basis for deriving a more effective learning strategies. Specific research content is as follows: Firstly, it examined the specific type and use aspect of Korean learning strategies in accordance with Korean proficiency of Chinese learners. Secondly, it reviewed use aspects of each language functional Korean learning strategy of Chinese learners. Thirdly, it compared and analyzed difference of use of Korean learning strategies in accordance with Korean proficiency of Chinese learners. Fourthly, it examined the changing patterns of use of learning strategies in Korean learning process of Chinese learners through the qualitative interview. To study Korean learning strategies of Chinese learner, it conducted a survey on use aspect of language functional learning strategies targeting total 180 learners. Measurement tools used based on the questionnaire is Oxford(1990)’s SILL, and divided into four areas of listening, speaking, reading and writing and arranged again the strategy list was then used. The descriptive statistics and ANOVA analysis was performed using SPSS 21 (Statistical Package for Social Science) for data analysis and in this case that there was a significant difference, the post-test was conducted. In addition, to complement the limitations of quantitative research and to analyze use aspect of specific learning strategies that students use and change aspects in accordance in learning steps, qualitative interviews were conducted. 10 interview subjects in advanced learners were selected and from among 10 kills and it was conducted by configuring the question contents based on a literature survey. Through this study, the fact that use of Korean learning strategies of Chinese students indicates different aspects according to Korean proficiency and each language functions, was identified and it was able to derive change aspect of strategy use in accordance with the learning phase. Specific results are as follows. Firstly, for examining the strategic use aspects of the proficiency, beginner learner’s overall use strategy were low relatively. Compensative strategies and affective strategies were used most and use of memory strategies and metacognitive strategies were low. The frequency used of memory strategies and metacognitive strategies in listening was low compared to other functional areas. In the affective strategy, the frequency used in spoken language areas was higher than written areas. In intermediate learners, use of the compensative strategies and cognitive strategies were high and use of metacognitive strategies was low. The use of compensative strategies across the four language skills was relatively high and the use of metacognitive strategies was a bit lower than other types of strategies, in particular, the use of metacognitive strategies were lower in the reading area. In affective strategies and social strategies, frequency used of spoken language area was higher than written language area. In general, the use of direct strategies took place more actively than the indirect strategy. In advanced learners, the use of overall strategies was active relatively and the use of compensative strategies was high and the use of metacognitive strategies and social strategies were relatively low. In metacognitive strategies, affective strategies and social strategies, the use of strategy was higher than written language area. As a result, a differentiated strategy guidance based on the characteristics of each learning stage is needed. In particular, guidance for metacognitive strategy is needed. Secondly, in the result of examining the use aspects of language functional language learning strategies, Chinese learners, used most compensative strategy across the four functions of language. Metacognitive strategies were low overall. Metacognitive strategies is responsible for use and control of other strategies, so education effect does not guarantee without metacognitive strategies that use and evaluate it properly, no matter how it educate specifically the other strategies. In spoken language area of listening and speaking, affective strategies and social strategies was higher than in written language area of reading and speaking. It means the fact that the use of affective strategies which controls the emotion, for that audience (or imaginary listener) and the non-modified time constraints is lower than written language area that there is no such constraints and is modifiable, in relation to the different nature of the spoken and written language. In addition, in the spoken language area, the fact that social strategies also are higher than written language area since interaction with others is active, is identified. So it must use differently the learning strategy guidance depending on the language function because the strategy used in accordance with language function is different. Thirdly, in the difference the strategy used in accordance with proficiency, there was significant difference statistically among beginner, intermediate and advanced learners in memorial strategies, cognitive strategies and metacognitive strategies. Because, in the case of advanced learners, they acquire and use a variety of strategies in the learning process and using strategies is high and various, in contrast, since learning period of beginner learners is short and they did not experience various strategies, frequency used of the strategy is low. Fourthly, as a result identifying the change aspect of learning strategies in the language learning process through interviews with Chinese learners, beginner stages used relative sing
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