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The learning strategy of third language (L3) university students for the Korean language: A study of Chinese students
Author(s)
Date Issued
2022
ISSN
1308-1470
1694-609X
Citation
International Journal of Instruction, 2022, Vol. 15(3), pp. 787-804.
Type
Peer Reviewed Journal Article
Abstract
This study aimed to understand the language learning strategies of L3 Chinese
university students who were taking a year-long university exchange programme in
one of the South Korean universities and who had learning experiences with both
the Chinese and English languages. Based on the constructivist learning theory,
this qualitative study sought to identify the elements and factors that could
influence their language learning strategies based on previous and current
experiences from 72 Chinese-as-the-first language international students with
interviews, focus group activities, and remarkable-item sharing. Two questions
guided this study: 1) what are the major applications and strategies of language
learning used by the L3 language learners of the Korean language, and 2) what
elements and factors influence the language learning strategies that are based on
the L3 language learners’ previous and current experiences? The results indicated
that interests in Korean popular culture and entertainment, contemporary teaching
and learning materials, and bridge my previous knowledge with new ideas were the
main themes. The study’s results outline the preferred teaching and learning
strategies and reveal how the participants absorb their foreign language knowledge
based on their previous experiences, current experiences, and contemporary
situations.
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