The Research Of Learning Strategies Of Chinese Vocabulary By Overseas Chinese Students Of Bunda Mulia University In Indonesia

This article adopted methods of questionnaire and interview, which made quantitative and qualitative researches about the using of learning strategies of Chinese vocabulary by overseas Chinese students of Bunda Mulia University in Indonesia. Regarding 185 students of the department of Chinese language and literature in Bunda Mulia University of Djakarta, this paper discussed the basic situation of the using of vocabulary learning strategies of soverseas Chinese students,as well as the discrepancy between students from different grades and ages in using Chinese vocabulary learning strategy. On this basis, in order to get further understanding and explore the use of vocabulary learning strategies of overseas Chinese students, this article made interviews of 24 overseas Chinese students.What’s more, we communicated with them to explore reasons for students to use learning strategies of Chinese. Furthermore, this paper made a research of 20 overseas Chinese studentsn in Grade Three. And chose four of them who had high ability of vocabulary to do in-depth interviews. Based on their discrepancy in using learning strategy of Chinese vocabulary, we found the differences among oversea Chinese students who owned different capacity of vocabulary in learning Chinese vocabulary.The study found that:(1) overall, most of Chinese students commonly used strategy is: in the process of communication with others to learn Chinese vocabulary;The least commonly used is: in order to more effective learning vocabulary and take specific memory method.(2) different grades of students from the ethnic Chinese indonesians use compensation strategies on there is no significant difference(p >0.05), in the use of metacognitive strategies, cognitive strategies, memory strategies,affective strategies and social strategies exist significant difference(p < 0.05).(3) in different age groups(less than 20 students for group 1, 20 years old and older students for group 2) of the ethnic Chinese students in the use of metacognitive strategy,compensation strategies and cognitive strategies on there is no significant difference(p > 0.05), in the use of memory strategies, affective strategies, social strategies exist significant difference(p < 0.05).(4) in the case study found that ethnic Chinese students cognitive strategy is the most commonly used Chinese vocabulary learning strategies and memory strategies.(5) in the communication and exchanges with the ethnic Chinese students found that the Indonesian ethnic Chinese students use Chinese vocabulary learning strategies are always changing, they would with their own needs and adjust your vocabulary learning strategies,(6) in the small sample of quantitative study, different vocabulary ability of ethnic Chinese students in the use of Chinese vocabulary learning strategies does not exist significant differences.(7) for four year 3 vocabulary ability of ethnic Chinese students interview results showed that vocabulary ability of ethnic Chinese students to study hard, hard work, and could make good use of learning time, properly arrange their own learning plan, and can use the potential of learning environment, or to create a favorable learning environment to learn Chinese.Finally, we according to the results of these studies, this paper kind education of Chinese at the university of ethnic Chinese students to Chinese vocabulary teaching and puts forward some Suggestions, hoping to improve the quality of the Indonesian ethnic Chinese students Chinese language teaching to provide certain reference.