Investigation And Analysis Of The Autonomy Of Indonesian Undergraduates In Chinese Language Learning And Research Of Teaching Countermeasure

In the sector of teaching Chinese as a foreign language, the number of essays onthe autonomic learning of Chinese of foreign students is less common. In view of theexperience and lessons from foreign language teaching (especially the Englishteaching in China), teaching Chinese as a foreign language should develop theautonomic learning ability of Chinese as a second language learners. Whereas,metacognitive strategy is closely related to autonomic learning. It is the necessaryrequirement of the successful planning, monitoring and evaluation of learningactivities and it makes the most essential influences on the improvement of learningeffects. Therefor, So in everyday teaching,teachers should consciously developmetacognitive awareness of students and guide them to set learning goals,study plansand evaluation of results so that students can monitor their own learning process andbecome self-regulated learners.In recent years, the economic, political and cultural communications betweenChina and Indonesia are quite frequent and Indonesian Chinese learners (especiallythe ethnic Chinese and their offsprings) are rapidly growing. How to help thoselearners to learn Chinese better is a question ahead that must be answered. Takingadvantage of the practice (which lasts for three months and a half) to Surabaya,Indonesia, I found out whether the students from freshman year to junior year in theChinese college of Universitas widya Kartika had brought the autonomy into play intheir Chinese learning process or not, the level of their autonomic learning ability, thedegree of their using of the metacognitive strategy in their Chinese learning. And Idecided whether it’s necessary to carry out the metacognitive stategy teaching or not,and most importantly, I proposed some feasible teaching advices for reference.