A Survey Of Chinese Reading Comprehension Strategies For Indonesian Students

The object of this study is Indonesian students with certain Chinese proficiency.The purpose of this study is to understand their use of reading strategies in the process of learning Chinese.In the process of reading,the relationship between the choice of reading strategies and gender gap,age and whether they are Chinese or not is discussed.According to the results obtained effective strategies training methods are provided for Indonesian students,so that Indonesian students can choose appropriate reading strategies in Chinese reading learning to improve their reading level.The subjects of this study are 64 Indonesian beginner,intermediate,advanced and year one postgraduate students from Central China Normal University.Referring to some specific strategies in the scale of SILL and O'Malley and Chamot(1990)designed by Oxford,40 subjects related to reading strategies were designed for investigation.After that,we use SPSS22.0 statistical software to analyze the data of the questionnaire.The present research finds out that:1.Indonesian students are good at using cognitive strategies,followed by social affective strategies,memory compensation strategies and metacognitive strategies.When reading,they tend to use repetition,use another materials(dictionaries,etc.),translation,practice,analysis and reasoning to help understand the content of the article.2.In terms of gender gap,there is no significant difference between boys and girls in the use of reading comprehension strategies.However,there are significant differences in the use of metacognitive strategies.The most frequently used is social affective strategies were found in boys group.Girl group often use cognitive strategies in Chinese reading comprehension.3.From the grade point of view,beginner,intermediate,advanced and year one postgraduate students have no significant impact on the use of each strategy.4.The use of reading strategies of foreign students from Chinese families background is basically the same as that of non-Chinese families background students.There are only two significant differences in social affective strategies.Chinese students use social affective strategies more often than non-Chinese students prefer cognitive strategies.Finally,the research results of this paper can be used as a reference for Indonesian students at Chinese reading teaching,and the corresponding training methods of reading strategies are put forward,which further improves the Chinese reading level of Indonesian students.