在语言学习的过程中，主要有四部分影响其学习，分别是阅读、听力、口语 和写作。其中，阅读是语言学习中非常重要的一部分。本研究旨在帮助第二语言学习者更好地了解阅读中的学习策略。通过观察和分析韩国学习者在阅读中文作为第二语言学习的过程，本研究试图探究他们都用了哪些阅读学习策略，以及使用这些阅读学习策略的原因和这些阅读学习策略的使用对他们的阅读学习上都带来了怎样的影响。 本研究中有四位研究参与者，被分为两组。其中，一组是学习汉语的年数在 十年以上的两位高级汉语水平的学生，另一组为学习汉语的年数在五年到十年之 间的两位中级汉语水平的学生。提供给他们的阅读材料也是来自两个不同级别的 文章，每个级别都有两篇文章，级别分别是 HSK5 级和 HSK6 级， 两篇是 HSK5 级 的文章和两篇是 HSK6 级的文章。两篇 HSK5 级的文章是提供给中级汉语水平的 学生阅读。高级汉语水平的学生阅读两篇 HSK6 级的文章。不同级别的阅读材料 分给不同组的学生们阅读。收集数据的方法是以录音录制他们的有声思维和反省 报告和个人访谈。 本研究发现阅读学习策略与成绩有密切的关系。高级汉语水平的学生使用阅 读学习策略多于中级汉语水平的学生。推测策略和标记策略是他们最常用的阅读 学习策略。预览策略和阅读策略是两级学生都没有使用的阅读学习策略。只有高 级汉语水平的学生使用监控策略和互动策略。推测策略是两级学生都使用的阅读 学习策略。还发现使用阅读学习策略与学生的性别没有明显的关系。学生的学习 汉语的年数对阅读学习观念具有影响力。阅读学习观念与学生的阅读成绩也有关系。

In the process of learning languages, there are four main parts influencing the study of languages. It includes reading, listening, speaking, and writing. Among them, reading is an important part for learning languages. The research is to contribute better learning strategies to improve and help second languages acquisition learners’ reading. The study is going to observe and analyze what kind of learning strategies the Korean learners use during their reading Chinese as the second language and also the reason why they use them and how it influences their reading. There are four participants attending in the research, and they are divided into two part. One group are two students who have studied Chinese as the second language more than ten years and the other group are two students who have studied Chinese as the second language between five years to ten years. The reading materials are two different levels, the materials of each level include two articles, one is level of HSK 5, and the other is level of HSK 6. The former two articles belong to level of HSK 5 that are for the former group intermediate students. The latter two articles belong to level of HSK 6 that are for the latter group advanced students. Different level’s materials matched with different group of students. Think-aloud report, retrospective report, and individually interview were used to collect data. The study figures out that it has intimate correlation between the reading strategy and academic record. The lower class’s students use less reading learning strategy than advanced students. The strategies most often used by the participants are speculative strategy and Marking strategy. The strategies neither of them used are preview strategy and skimming strategy. Only the advanced students use Monitoring strategy and Interactive strategy. The common strategy they used is Speculative strategy. It found out that there are no distinct distinguish between the gender and using of reading strategy. The years of students study Chinese affect Concept of reading. Concept of learning also has relation to reading academic record.