A Study On The Chinese Learning Strategies Of Indonesian Chinese Students

In recent years, Chinese as a second language learning strategy research was paid close attention to and taken seriously by many researchers and educators. Previous to the Chinese language as the second language learning strategy research, the research focused on students from Japan, Europe and the United States and other countries, and on the Indonesian Chinese students in Chinese learning strategy research there have not yet been any researchers involved. Therefore, this paper, through the investigation and study of Indonesian Chinese students’Chinese language learning strategy use of Chinese teaching, has practical guiding significance.On the basis of previous research results, through the integrated use of questionnaires, interviews, classroom observation and qualitative research methods, we investigated129Indonesian Chinese students in the Indonesia Universitas Bunda Mulia Department of Chinese language, as their learning strategies were more systematic. After deep investigation and research, we drew the following conclusions:(1) For most of the Indonesian Chinese students, their interest in Chinese language is their primary motivation to learn the Chinese language, followed with the development of Chinese economy. Therefore, Chinese has become more and more important for the Indonesian Chinese students. If they want to come to China for study or work, to improve their Chinese language has become the most important factor for them to consider. And to find a good job in the future is also one of the important learning motivations. In addition, the family background and the Indonesian Chinese language learning motivation is closely associated.(2) The order of their Chinese language learning strategy rate is from high to low, namely affective strategies, compensation strategies, social strategies, cognitive strategies, metacognitive strategies and memory strategies. In general, although most of the students are aware of their strategy use, they do not have a strong sense of using it.(3) The Indonesian Chinese students of different Chinese levels may have different learning elements and language skills in the process, intermediate-leveled students not only tend to use more language learning strategies than the primary-leveled students, but they also pay more attention to practical use, while the primary-leveled students may use less strategy that is single and mechanical.(4) Compared with the students with learning difficulty, outstanding students involve more learning strategies in their Chinese learning, they also adept a variety of learning strategies to promote their own learning, and those with learning difficulties in the learning process seldom use learning strategies, some are unaware of what learning strategies are.(5) Learning strategies and learning results are interdependent and they influence each other.The thesis is composed of four chapters.The first chapter, based on the domestic and foreign research overview and document analysis and summary, refers to the significance of the selected topic, and research ideas, research methods and design process, including the research problems, experimental study and research tools.The second chapter, after using quantitative analysis method, probes into overall situation of the Indonesian Chinese students’motivation of learning Chinese, their learning strategies, different levels of their language skills and learning strategies, excellent students and students with learning difficulties in Chinese learning process during which primary learning strategies are carried out in-depth research and analysis. Finally, it comes to the conclusion that learning strategies and learning effect exist among these two kinds of interdependent, mutual influence relations.The third chapter, based on the questionnaire and statistics, refers to how to cultivate the Indonesian Chinese students’Chinese learning strategy awareness and ability to put forward some teaching strategies and methods: Firstly, teachers should be aware of teaching strategies. Secondly, teachers should also take the students as the center, pay attention to teaching students in accordance with their aptitude. Thirdly, teaching at ordinary times, teachers need to understand students’learning motivation, and make full use of their motivation to stimulate them to learn the Chinese language. Finally, teachers should pay attention to the combination of students’ individual factors and cultivate their Chinese language learning strategy of consciousness and ability to use the language.The fourth chapter is the conclusion, which summarizes the main issues discussed in this thesis, and points out the deficiency of thesis writing for the follow-up research prospect.