Nowadays, There are 117,127 foreigners, more than 28 different countries in South Korea, and more 57,785 Chinese in South Korea (Korea Statistical Information Service, 2017); There are about 9,071 foreigners from more than 23 countries in Busan, and the largest population foreigner from China. since China and South Korea established diplomatic relations in August 1992, relations between two countries have developed rapidly. China and South Korea continue to carry out high-level exchanges, enhance mutual trust consensus, expand cooperation areas, and deepen cooperation levels. At present, China is South Korea's largest trading partner and the largest investment destination. South Korea is China's fourth largest trading partner and the third largest source of imports. So far, between China and South Korea, more 73 provinces and provinces (equivalent to China's provinces) have formed friendly relations with cities and conducted counterpart cooperation and exchanges, will keeping more and more communicate with two countries. The good cooperation between with China and South Korea’s economic and trade will also enhance the exchange of good feelings between with people. In order to know the country you like, people will be prominent in tourism, study abroad, and work, etc.  

In recent years, foreigner students, who from 115,927 (2016) students to 135,087 (2017) to raise up 16.5% rate was increased (Ministry of Justice Korean Immigration Service, 2017). a quarter of Chinese students choose studying abroad in South Korea, from the Korean stars, education, fashion, culture and other aspects. More and more young people have chosen to study abroad, in order to a deeper knowing of South Korean culture. When you want to open the door to know the South Korean culture, the first important thing is communication. The most important factor is language. Language is the ‘bridge’ of communication. For enhance communication with each other in South Korea. In the process of learning Korean language, and how to improve Korean language oral ability is a topic of concern for Chinese students. So far,China is the first-choice country for studying abroad in Korea, and there are about 70,000 Korean students studying abroad in China (National Bureau of Statistics of China, 2017).

The purpose of this project is to analyze the types of strategy effects of Korean Language ability of Chinese students in South Korea, in case of Pusan National University. So far, there are 26,554 students in Pusan National University (doctor candidate students are 1,388; master candidate students are 5,723; university students are 19,443), and more than 350 Chinese students in same university (Pusan National University, 2018).A main thesis of this study is students get in different ways to improve their oral ability, and how to determine the types and basic of these results. And this dissertation is to explore the strategy effectsof Korean language ability of Chinese students in South Korea. There are two aspects to analysis on the types of strategy effectsof Korean language ability of Chinese students in South Korea, in case of Pusan National University. (1) What did you need to improve your Korean oral language? And (2) in order to achieved effect, what did you need to do specifically? 

This project uses ethnographic methods, which has its roots in anthropology, is the study of human culture, its ways of knowing and understanding (Chambers, 2000). And Ethnography is both the method of study and the outcome of the study (Esposito, 1993). Qualitative research methodology and ethnography are applied to disclose the impact of strategy effects of Chinese students’ Korean Language ability. Research methods like participant observation and open-ended interviews are used. This research also analyses the reason for the poor oral ability and aims to improve oral ability use different ways and practice. The respondents who participated in this survey are totally 40 students from Pusan National University, includes 30 females; 10 males, and 4 gender: University student (13), Master candidate (18), Doctor candidate (8), and Language students (1). Before the students do the qualitative research, refers to them the requirement and encourage students to raise core qualitative concerning the qualitative. Moreover, the qualitative are done anonymously to ensure the validity of the project. I used the following methods: Step 1. substitution frame questions: (1) through _____to improve my Korean Language ability. (2) “_____” includes sth. Step 2. contrast set sorting questions: (1) what are the similarities? (2) what is the basic condition？ Step 3. triadic contrast questions and direct contrast questions. Step 4. rating questions. The first step is to give the core questions of all the subjects on this project. The questionnaires of the research subjects are sorted out and refined according to the contents of the research subjects. The second step follow two ways: (1) according to the first step of detailed content. Select similar content, and then analyze what is the basic condition. (2) According to the last preceding basic setting conditions, which detailed analysis is carried out. In the third step, is to select three specific research subjects and face-to-face are asked. On the basis of the content given by the original research subjects, the special characteristics are further analyzed, and the basic conditions for the contents are given for these contents to follow. The fourth step, from the three research objects selected in the third step, is further refined to analyze the contents of the two subjects closer to each other. A comparative analysis was made with another object “what are the basic conditions?” and “how to defined basic conditions?”

This method helps shape the way of conceptualizing and theorizing data because methodology carries assumptions regarding the nature of the subjects. Data for this study will be derived from ethnographic field research. However, data are not only limited. Therefore, there is no fixed data collection period, as data collection has continuously been carried out. Different education levels will also affect the results. The higher the degree of education, they have stronger self-control and reflected in the ability to learn. There are also differences in gender. Most of the boys like group activities, which is reflected in the fact that make Korean friends and participate in school associations or clubs. Most girls rely on the media (old or new) to learn Korean language to improve their Korean language ability. It may even be collected during the final stages of writing, and if new information becomes available, it will still be added. This analysis follows gender, and educational background certainly affected what kind of data I am going to collected, how accurate they are and what kind of knowledge I am able to claim. The philosophy for this study’s design was symbolic interactionism, a constructionist philosophy. In the traditional media, Movies, TV series, and variety shows are reflected in two aspects: (1) Whether students use mobile phones or televisions. It's all different, includes reading; the students can also use the app in your mobile phone. Communicate with Koreans, and part-time activities follows social volunteer activities, all belongs to social experience. (Ex. Listen to songs, which have different ways to listen: via CD, or mobile phone.)

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