离合词是现代汉语中特有的语言现象，无论在理论研究还是在对外汉语教学、留学生的汉语学习中都是不可忽视的重点和难点。不同于以往问卷调查的研究方法，本研究采用有声思维和结构化访谈相结合的方法，以汉语动宾式离合词扩展形式的习得作为研究对象，考察初中高三个水平韩国留学生的离合词习得情况及学习者策略的使用情况。相关研究表明学习者策略的认知和运用在第二语言习得过程中起着极其重要的作用，因此本研究进一步探讨学习者策略与离合词习得的相关性，总结出对离合词习得产生主要影响的学习者策略。 论文第一部分主要对国内离合词及国内外学习者策略的相关理论及研究成果进行综合论述。国内离合词的理论研究较多，并且取得显著成果。但离合词的习得方面，侧重对离合词偏误分析及习得顺序的研究，较少关注学习者本身的学习者策略使用对离合词习得的影响。因此本研究从学习者策略的角度对离合词的习得进行研究。 第二部分是对实验研究设计的解释说明。本研究采用有声思维和访谈相结合的方法，要求被试在完成笔者设计的离合词测试卷的同时报告大脑思维，并在实验结束后对被试进行结构化访谈。有声思维实验数据和访谈内容经过转换形成原始数据材料，再以spss20作为统计工具，检验离合词习得与学习者策略之间的相关性。 第三部分是对离合词测试的分析和总结。以准确率标准考察韩国留学生的离合词习得情况，其习得情况不太理想，仅有高级水平留学生成功习得，但其习得亦为低水平成功习得，且初级水平留学生明显差于中级及高级水平留学生。在具体扩展形式的习得方面，韩国留学生均未成功习得，说明还需加强韩国留学生离合词及其扩展形式的教学和学习。 第四部分是对韩国留学生习得离合词时学习者策略使用情况的分析和总结。韩国留学生习得离合词时，在学习策略、交际策略和情感策略中主要使用学习策略。在具体的使用频率上，初级水平留学生使用最多的是语法策略，其次是推理和猜测策略。中高级水平留学生使用最多的是语法策略、归类和总结策略。在交际策略的使用上，中高级水平留学生的频率明显高于初级水平留学生。在情感策略的使用上，韩国留学生无显著差异。随着汉语水平的提高，推理和猜测、语法、选择注意这三项学习者策略的使用频率越来越低，归类和总结策略、交际使用策略的使用频率越来越高。研究还发现成功学习者最常使用的学习者策略是归类和总结策略。 第五部分论证离合词习得和学习者策略的相关性。韩国留学生在习得离合词时，学习策略与离合词正确率显著相关，学习策略中的认知策略和元认知策略皆与离合词正确率显著相关，可以说学习策略是影响韩国留学生离合词习得的最重要学习者策略。通过进一步我们分析发现母语依赖策略、推理和猜测策略与离合词习得负相关，归类和总结策略、语法策略、选择注意策略、语感培养策略与离合词习得正相关。其中，归类和总结策略有较明显的影响，可以解释学习者策略使用对离合词习得的29.7%。其次是语法策略，可以解释学习者策略使用对离合词习得的14.2%。选择注意策略可以解释学习者策略使用对离合词习得的11.1%。另外，语感培养策略也可以解释学习者策略使用对离合词习得的3.5%。 最后论文在前人研究成果及实验数据分析结果的基础上，从教材、教学、学习三个方面就提高离合词习得效果提出意见和建议，以此促进离合词教学和离合词习得。其中在教材编写方面，应对离合词做特殊处理，强化留学生的离合词注意及其用法输入。在教学方面，坚持普遍性和特殊性相结合及循环持续的教学原则。在学习方面，留学生应强化离合词输入意识，提升离合词输出意识。除此之外，留学生还需善于利用归类和总结策略、语法策略、选择注意策略促进离合词习得。

Verb-Object Words are an kind of unique language phenomenon in modern Chinese, Whether in theoretical research or in teaching Chinese as a foreign language or Chinese learning for international learners, it is a key point and difficulty that cannot be ignored. Different from previous survey methods, this study uses a combination of sound thinking and structured interviews, and select the acquisition of the extended form of Verb-Object Words in Chinese as a research object, so as to study on the Verb-Object Words’ acquisition and the use of learner strategies by South Korean students from primary, intermediate and advanced levels, and make a further explore on the relevance of learner strategies between Verb-Object Words’ acquisition. At last, summarize learner strategies that have major impact on the Verb-Object Words’ acquisition. Because relevant research shows that the cognitive and application of learner strategies plays an extremely important role in the process of second language acquisition. The first part of the thesis mainly discusses the relevant theories and research results of Verb-Object Words at home and learner strategies from home and abroad. There are many theoretical researches on Verb-Object Words and they have achieved remarkable results. However, in terms of the Verb-Object Words’ acquisition, people put emphasis on the analysis of errors and the order of acquisition, and pay less attention to the learner's own use of learner strategies which influence disengagement. Therefore, this study studies the Verb-Object Words’ acquisition from the perspective of learner strategies. The second part is an explanation of the research design. In this study, a combination of think-aloud and interviews was used to require participants to report brain thinking while completing the Verb-Object Words test designed by the author, and to conduct structured interviews after the experiment was completed. Sound thinking experiment data and interview content were transformed to form original data materials, after that, spss20 was used as a statistical tool to test the relevance of Verb-Object Words acquisition between learner strategies. The third part is the analysis and summary of the Verb-Object Words test. The study of the Verb-Object Words’ acquisition of South Korean learners is not very satisfactory by using the accuracy criterion. Only the advanced level learners have successfully acquired, but the acquisition is a low level of successful acquisition, and the primary level of South Korean learners is significantly worse than intermediate and advanced level South Korean learners. In terms of the acquisition of specific extensions, South Korean learners have not successfully acquired it. All these are indicating that it is necessary to strengthen the teaching and learning of Verb-Object Words and extended forms of South Korean learners abroad. The fourth part is the analysis and summary of the learners' strategies use when the South Korean learners acquire the Verb-Object Words. South Korean learners mainly use learning strategies in learning strategies, communication strategies, and affective strategies In terms of specific learner strategies, the primary level learners use grammatical strategies, followed by inferencing and guessing strategies. Most of the learners in the intermediate and advanced levels use grammatical strategies, classification and summary strategies. In the use of communicative strategies, the frequency of South Korean learners at intermediate and advanced levels is significantly higher than that of primary learners. There is no significant difference in the use of affective strategies among South Korean learners. And with the improvement of the Chinese level, the frequency of use of three learner strategies, such as inferencing and guessing strategies, grammatical strategies, and Selective attention strategies, are getting lower and lower, and the frequency of use of classification and summary strategies and communicative use strategies is increasing. The study also found that learner strategies that are most commonly used by successful learners are classification and summary strategies. The fifth part demonstrates the relevance of Verb-Object Words’ acquisition between learner strategies. When South Korean learners acquire Verb-Object Words, the learning strategies are significantly related to the accuracy of the Verb-Object Words. The cognitive strategies and metacognitive strategies in the learning strategies are all significantly related to the accuracy of Verb-Object Words. It can be said that learning strategies are the most important learner strategies that affect South Korean learners’ acquisition of Verb-Object Words. And with further analysis, we find out both native language strategies and inferencing and guessing strategies in cognitive strategies are negatively related to the acquisition of Verb-Object Words. Classification and summary strategies and grammatical strategies in cognitive strategies, and selective attention strategies and the linguistic literacy strategies in metacognitive strategies are positively related to the acquisition of Verb-Object Words. Among them, the classification and summary strategies have more obvious influences and can explain the learner strategies use of 29.7% of the Verb-Object Words’ acquisition. This is followed by grammatical strategies that can explain learner strategies use of 14.2% the Verb-Object Words’ acquisition. Selective attention strategies can explain learner strategies use of 11.1% of the Verb-Object Words’ acquisition. In addition, language literacy strategies can also explain the learners strategies use of 3.5% the the Verb-Object Words’ acquisition. At the end of the thesis, based on previous research results and experimental data analysis results, opinions and suggestions were raised from three aspects of teaching materials, teaching, and learning to improve the effectiveness of disengagement, so as to promote Verb-Object Words teaching and Verb-Object Words acquisition. In the compilation of teaching materials, we should deal with Verb-Object Words in a special way to intensive attention of Verb-Object Words and their usage input. In teaching, we insist on the combination of universality and specificity and the principle of continuous and continuous teaching. In terms of learning, learners should strengthen the sense of input of Verb-Object Words and improve the sense of output of Verb-Object Words. In addition, learners should also be good at using learner strategies to promote librarianship, such as classification and summary strategies and grammatical strategies in cognitive and selective attention strategies.