| 中韩学生中文阅读学习策略比较研究 |
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| 引用本文： | 钱玉莲.中韩学生中文阅读学习策略比较研究[J].暨南大学华文学院学报,2010(3):42-49,63. |
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| 作者姓名： | 钱玉莲 |
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| 作者单位： | 南京师范大学国际文化教育学院,江苏南京210097 |
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| 摘 要： | 本文对目的语环境中的韩国留学生与中国中学生中文阅读学习策略进行了调查,结果表明：（1）阅读中文时,两国学生最常用的是推测策略和语境策略,最不常用的是母语策略和互动策略。在阅读观念上差异不显著,在管理策略和母语、预览和略读等阅读学习策略的使用上差异极其显著。韩国学生更多地使用语境和标记策略,中国学生更多地使用选材、母语、略读、预览和推测策略。（2）韩国学生的预览策略对其学习成绩具有预测力,而文本观念和互动策略对其学习成绩具有轻微的负预测力。对中国学生来说,推测策略对其学习成绩具有预测力。
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| 关 键 词： | 学习策略 一语阅读 二语阅读 汉语教学 策略迁移 |
A Comparative Study of Chinese Reading Strategies among Chinese and Korean Students |
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| QIAN Yu-lian.A Comparative Study of Chinese Reading Strategies among Chinese and Korean Students[J].Journal of College of Chinese Language and Culture of Jinan University,2010(3):42-49,63. |
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| Authors: | QIAN Yu-lian |
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| Institution: | QIAN Yu-lian(International College for Chinese studies,Nanjing Normal University,Nanjing,Jiangsu 210097,China) |
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| Abstract: | This paper investigates Chinese reading strategies used by Korean students and Chinese middle school students in target language environment.The major findings are as follows：（1） For the students of both countries,the most commonly used Chinese reading strategies are inferencing strategy and context strategy,while the least commonly used are L1 strategy and interactive strategy.In the concept of reading,no significant difference is observed between the students of the two countries,though there are extremely significant differences in their management strategy and use of the learning strategies,such as,L1 strategy,previewing and skimming.Compared with Chinese students who are more inclined to use selection,L1 strategy,skimming,previewing and inferencing strategy in their reading,Korean students,show a high preference to apply the strategy of context and markedness.（2） There is a positive correlation between Korean students＇ previewing strategy and their academic achievement,but the belief in bottom-up strategy and interactive strategy may affect their academic achievement in a slightly negative way.For Chinese students,there is a positive correlation between the inferencing strategy and their academic achievement. |
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| Keywords: | learning strategy first language （L1） reading second language （L2） reading Chinese teaching strategy transfer |
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