The purpose of this study is to find out the characteristics of learning styles
and learning strategies of Vietnamese students in Korea. For this purpose, the
following research questions were posed.
First, what types of learning styles do Vietnamese students in Korea prefer
and what...
The purpose of this study is to find out the characteristics of learning styles
and learning strategies of Vietnamese students in Korea. For this purpose, the
following research questions were posed.
First, what types of learning styles do Vietnamese students in Korea prefer
and what are the differences of learning styles according to individual variables
such as gender, age, duration of residence in Korea, Korean proficiency,
foreign language learning experiences?
Second, what are the learning strategies that Vietnamese students in Korea
usually use when they study Korean and what are the differences in learning
strategies according to individual variables such as gender, age, duration of
residence in Korea, Korean proficiency, and foreign language learning
experiences?
Third, what is the correlation between the preferred learning styles of
Vietnamese students in Korea and Korean learning strategies which are mainly
used?
In order to solve the above research questions, this study conducted quantitative research through questionnaires and qualitative research through
learner interviews. Also, in order to confirm the differences of learning styles
and learning strategies by individual variables deducted through literature
review, the study was conducted based on gender, age, duration of residence
in Korea, Korean proficiency, and foreign language learning experiences.
The research tools for quantitative research were the SAS(Style Analysis
Survey) of Oxford(1993) and the SILL(Strategy Inventory for Language
Learning) of Oxford(1990), which are respectively known to be suitable for
learning style and learning strategy study of the second language learners.
According to the results of the study, Vietnamese students in Korea
preferred the learning styles of hands-on, extroverted, intuitive,
closure-oriented, and global. The use of social strategies and meta-cognitive
strategies was found to be the most common, however, they did not actively
use learning strategies as a whole.
In addition, it was found that the variables with statistically significant
differences among the individual variables were gender and duration of
residence in Korea, but age, Korean proficiency, and foreign language learning
experiences were also the variables indicating the difference in the overall
flow based on the average value.
The significance of this study is that it targets Vietnamese students in
Korea who are emerging as the main learner of Korean language education
recently and provides the basic data, which is helpful to instructors who teach
them directly in Korean classroom by analyzing their learning styles and
Korean learning strategies.
The purpose of this study is to find out the characteristics of learning styles
and learning strategies of Vietnamese students in Korea. For this purpose, the
following research questions were posed.
First, what types of learning styles do Vietnamese students in Korea prefer
and what are the differences of learning styles according to individual variables
such as gender, age, duration of residence in Korea, Korean proficiency,
foreign language learning experiences?
Second, what are the learning strategies that Vietnamese students in Korea
usually use when they study Korean and what are the differences in learning
strategies according to individual variables such as gender, age, duration of
residence in Korea, Korean proficiency, and foreign language learning
experiences?
Third, what is the correlation between the preferred learning styles of
Vietnamese students in Korea and Korean learning strategies which are mainly
used?
In order to solve the above research questions, this study conducted quantitative research through questionnaires and qualitative research through
learner interviews. Also, in order to confirm the differences of learning styles
and learning strategies by individual variables deducted through literature
review, the study was conducted based on gender, age, duration of residence
in Korea, Korean proficiency, and foreign language learning experiences.
The research tools for quantitative research were the SAS(Style Analysis
Survey) of Oxford(1993) and the SILL(Strategy Inventory for Language
Learning) of Oxford(1990), which are respectively known to be suitable for
learning style and learning strategy study of the second language learners.
According to the results of the study, Vietnamese students in Korea
preferred the learning styles of hands-on, extroverted, intuitive,
closure-oriented, and global. The use of social strategies and meta-cognitive
strategies was found to be the most common, however, they did not actively
use learning strategies as a whole.
In addition, it was found that the variables with statistically significant
differences among the individual variables were gender and duration of
residence in Korea, but age, Korean proficiency, and foreign language learning
experiences were also the variables indicating the difference in the overall
flow based on the average value.
The significance of this study is that it targets Vietnamese students in
Korea who are emerging as the main learner of Korean language education
recently and provides the basic data, which is helpful to instructors who teach
them directly in Korean classroom by analyzing their learning styles and
Korean learning strategies.
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