The purpose of this study is to improve Korean teaching and learning efficiency for married female immigrants. First, learning styles are analyzed in accordance with their mother tongues and personal variations of married female immigrants. Second, le...
The purpose of this study is to improve Korean teaching and learning efficiency for married female immigrants. First, learning styles are analyzed in accordance with their mother tongues and personal variations of married female immigrants. Second, learning strategies are analyzed in accordance with their mother tongues and personal variations of married immigrants. Third, the correlations between learning styles and learning strategies of married immigrants are analyzed. Lastly, the usages of learning strategies according to personal Korean level through quality analytic are analyzed. In order to analyze learning styles and learning strategies of married female immigrants, 170 Chinese and Vietnamese married immigrants were surveyed. There were 12 Quality interviewer subjects of varying Korean levels. The levels are as follows: 3 high Korean Vietnamese females, 3
low Korean Vietnamese females, 3 high Korean Chinese females, and 3 low Korean Chinese females. The result of this study is as follows. First, there are different learning styles among interviewed subjects according to their mother tongues and personal variations of married female
immigrants. Chinese learners prefer a synthetic learning style and Chinese learners who have previous L2 experiences prefer visual, intuitive and synthetic learning styles. Chinese learners who have a high Korean language skill level prefer: visual, extrovert, introvert, intuitive, closing,
open, synthetic and analytic learning styles, whereas, Vietnamese learners tend to prefer hands-on, closing and analytic learning styles. Vietnamese learners who have previous L2 experiences prefer a hands-on learning
style. Vietnamese learners who have a high Korean language skill level prefer a closing learning style and younger learners prefer the visual, closing, synthetic and analytic learning styles. Second, it turns out that there are different learning strategies used according to mother tongues and personal variations among married female
immigrants. Vietnamese learners use more learning strategies than Chinese learners especially in reward, higher cognitive, emotion and social learning strategies. Chinese learners who have previous L2 experiences use more cognitive learning strategies. Chinese learners who have a high Korean language skill level use more memory, cognitive, and higher cognitive learning strategies. Whereas, Vietnamese learners who have a high Korean
language skill level use higher cognitive learning strategy. Older Vietnamese learners use more memory learning strategies. Third, there is a meaningful correlation between learning styles and learning strategies preferred among married female immigrants. There is a correlation between their mother tongues and 9 learning strategies except
for visual and closing learning strategies. Lastly, there is a different usage of learning strategies according to their Korean language skill levels. Learners who have high Korean skill levels have a higher motive to learn
the Korean language. To achieve their purposes, they use self-directed learning. They realize the importance of listening, speaking, reading and writing. They are aware of the various learning strategies and use them properly. In addition, they are able to properly use Korean in real world
situations. Chinese learners who have higher Korean skill levels use memorization, higher cognitive, and social learning strategies more frequently than Vietnamese learners, whereas, Vietnamese learners who have higher Korean skill levels use higher cognitive and social learning strategies more frequently. Vietnamese learners would look for opportunities to speak Korean. In Korean language classes there is no consideration taken in the learning styles and learning strategies of married female immigrants.
Korean teachers are aware of the difference between Chinese and Vietnamese learners, the importance of the various learning strategies and understand the concepts of each. Despite the fact they are uninterested in using those strategies. Most of them make use of simple teaching-learning methods such as question and answer, and lecture. As stated before learning styles and learning strategies of married female immigrants differ from their mother tongues and personal variations. Therefore, Korean language education classes must take into consideration
learner’s mother tongues and personal variations.
As a result of this study, it is recommended that learning strategies and methods used should suit the needs of married female immigrants. First, there should be given a chance to learn Korean consistently and through stages to married female immigrants. There should be class
materials to offer visual aids such as videos. It would be better to use reading task activities as oppose to simply reading. Both are useful to learners who have high Korean skill levels. They tend to understand the main idea and think critically about the given subject. Therefore, they
should be offered specific individualized and learning strategies. They should choose learning methods that can be self led and applied. As for older learners, there should be progress by group, and it should be considerate to use self-directed learning. Second, Chinese learners who don't have previous L2 experiences use few strategies. So, tutors should encourage them to use many strategies.
Chinese learners who have previous L2 experiences use few memorization, reward, and emotion learning strategies. Tutors should encourage them to use these strategies more frequently. Chinese learners who have low Korean skill levels should be encouraged to use higher cognitive, cognitive and memorization learning strategies.
Third, tutors should use more visual aids with Vietnamese learners. Tutors should progress through lessons quickly in order to maintain interest in learners. They should provide opportunities for learners to participate. Lessons should also include physical activities such as role-play. Vietnamese learners who have high Korean skill levels prefer group learning and planned learning, so tutors should progress lessons with small groups. For older learners there should be specific examples presented as opposed to younger learners who should play a leading role. Fourth, teaching and learning must consist of the use of emotion learning strategies for Vietnamese married female immigrants. Vietnamese learners who have low Korean skill levels also use few higher cognitive learning
strategies. Tutors should provide specific goals to improve their Korean language skills. Tutors should make them look for learning methods to better learn Korean. There should be many opportunities given to read Korean and utilize previously learned Korean in various real world
situations. For Vietnamese learners in there twenties, they should be guided to use the memorization learning strategy. Tutors should use review in order to guide them and allow them to be aware of concepts learned.
Based on this study there needs to be additional research for class model development and utilization of strategies in the classroom. Also, there needs to be a comparative analysis researched in tutors and learners'learning styles. There also needs to be a follow-up research to reveal the
effects of language learning strategies.
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