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South Korean Priary Level Learners of Chinese Classroom Communication Strategies

Author: XuLi
Tutor: YangXiaoFeng
School: Sichuan Normal University
Course: Linguistics and Applied Linguistics
Keywords: Communication Strategies in Classroom South Korean primary level learners Chinese teaching pattern
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 26
Quote: 0
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On the basis of previous research on Communication Strategies, this research discussed the definition, classification of SLA Communication Strategies, told the differences among Strategies in the use of communication, Communication Strategies and Learning Strategies. The objects of this research are the primary level learners of Chinese Classroom in South Korea and the primary level Chinese Korean students from four different univercities in Chengdu, China. This research preliminarily summarized the general feature of South Korean primary level learners of Chinese Classroom Communication Strategies, put forward the inspiration of South Korean primary level learners’Chinese acquisition, preliminarily explored the teaching pattern of the South Korean primary level learners in Chinese Classroom.The Communication Strategy was defined as: In the second language classroom, in order to achieve some communicative purpose, the subject of communication (mainly refers to the second language learners) consciously use the means of a set of language program of psychological preparation and the means of implementation when they meet communicative problems.In Faerch & Kasper’s classification of Communication Strategies based on observation,the author generalized and conformed some classification which is unknown in each category or re-induction integration project, used a new one.There are some characteristics of Communication Strategies of South Korean primary level learners in Chinese Classroom:(A) In general, the phenomenon of the use of reduction strategies is not obvious, only except the use of alternative strategies, The phenomenon of using achievement strategiesis very obvious.(B) Among reduction strategies, when the learners meet communication difficulties, it is rare that they don’t speak or keep silent under the teacher’s questions, but they often use some ways which can alternative significance to solve communication difficulties.(C) Among achievement strategies, there is a single focus feature in the use of the achievement strategies that learners use in the classroom.(D) Among all of the communication strategy, learners most often ask the teacher to repeat or speak slowly to solve the problems in classroom communication, they almost not use avoidance to solve the communication difficulties in the classroom.(E) Generally speaking , there are very different individuals performance when the learners use communication strategies in the classroom, different learners are very different when they choose the method of imitating to expree something to solve the communication problems.Trough the Communication Strategies training of South Korean primary level learners in Chinese Classroom, the result which the author got proved that: Communication Strategy training was feasible, worked in the long period of time, played a more significant role in promoting students’ability of Communication Strategies and it can be promoted.

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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