Study On Chinese Learning Autonomy Of Overseas Students From Central Asian Countries And Teaching Strategies

Self-directed learning has been a popular topic for nearly 20 years in the language teaching field, receiving generally attention from researchers. As the second language learning, Chinese learning requires learners to give full scope to their ability of self-directed learning, develop their comprehensive competance of self-directed learning and make learners foster their ability of self-directed learning during the process of language learning. The paper would expound how to make learners foster their ability of self-directed learning during the process of language learning and discuss how to cultivate their ability of self-directed learning from the view of converting teaching and learning ways.The paper consists of five chapters. The first chapter is introduction which introduces research background, the current research situation home and aboard and comment. And based on all these introductions, the research purpose and significance are put forward in the paper.In the end of the chapter, it indicates the research thought of the whole paper. The secong chapter elaborates concepts and theory of self-directed learning home and aboard from the view of educational psychology and second language acquisition. The third chapter introduces research methods, research results and the methods of collecting and processing data and so on. On the basis of the current situaiton of self-directed learning ability of the Middle-Asia students, the forth chapter comes up with training strategy of self-directed learning ability with a view to the current problems, requires teachers to train students'self-directed learning ability respectly from five aspects.As the research results indication, among the constitute factors of Chinese self-directed learning of the Middle-Asia students, the two highest-scoring terms are setting targets and plans of learning as well as monitoring and evaluating learning. The next one is self-adjusted ability.The lowest-scoring term is learning strategy competence and self-afficacy. Among the constitute factors of Chinese self-directed learning of students in different stages, merely these two aspects of learning strategy competence and the ability of monitoring and evaluating learning have significant difference. The five constitute, factors such as self-afficacy, academic motivation, learning strategy competence, setting targets and plans of learning, monitoring and evaluating learning, self-adjusted ability of the Middlle-Asia students in different ages have no significant difference.In future, the research will penetrate into these issues: research on the relation between self-directed learning and results; supposed self-directed learning in proportion to Chinese results, launching experiments of the Middle-Asia students'Chinese self-directed learning, expanding experiment scale and carrying out deeply experiments explorations.