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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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