The Empirical Study On Chinese Autonomous Learning Ability Cultivation Of Undergraduate Overseas Students In Southeast Asia

Lifelong learning is considered as the ultimate goal of education by both Chinese traditional and modern educational concepts.Hence the development of a learner's comprehensive qualities and competence plays a crucial role.Taking the field of teaching Chinese to speakers of other languages for instance,the Chinese Language Proficiency Scales for Speakers of Other Languages published by Hanban in 2007 and the HSK examination syllabus published in 2009 both specified taking improving Chinese learners' competence for comprehensive application as the goal.Thus it can be seen educators should change their educational concepts in the process of teaching Chinese,update the teaching mode and perspective of thinking,study and analyze various factors that affect Chinese learners' learning.In addition,educators should explore the learning strategies more suitable to learners and remind learners of undertaking the responsibilities for autonomous learning,so as to improve their competence for comprehensively applying Chinese.Nowadays,how to improve Southeast Asian undergraduates' competence for autonomous learning is a topic worth studying in the field of teaching Chinese to speakers of other languages.This paper studied the Southeast Asian undergraduates from the Chinese Language and Culture College,Yunnan Normal University.The author first conducted a survey to analyze the status quo and existing problems.Next,the author put forward a cultivation program and conducted the empirical study based on survey findings.The author's study was based on the theories of autonomous learning.Firstly,the literature of autonomous learning was arranged and analyzed.Next,the foreign undergraduate students from Chinese Language and Culture College,Southeast Asia were studied through classroom observation and questionnaire survey.It is found that a majority of foreign undergraduates from Southeast Asia severely lacked the awareness of autonomous learning,studied Chinese inefficiently and failed to use the strategies for autonomous Chinese learning effectively.Guided by the theories of autonomous learning and survey findings,the author randomly selected two classes of foreign students from Southeast Asia as research objects and designed the teaching mode to cultivate these students' competence for autonomous learning.According to research findings,the experiment class of foreign students from Southeast Asia significantly improved their competence for autonomous learning and made more substantial progress in scores than students in the control class after one academic year's empirical study.Thus it can be seen cultivating Southeast Asian students' competence forautonomous Chinese learning is meaningful and feasible to learners.This paper made two breakthroughs: Firstly,it creatively put forward the teaching mode of autonomous Chinese learning and provided a referential program for the teachers that teach Chinese to students of other languages to cultivate foreign students' competence for autonomous Chinese learning.Secondly,it innovated in the practical research and provided reference for further studying the foreign students from Southeast Asia.In addition,this paper has some limitations.The objects of survey and empirical research were selected from one class of overseas students in the same school,which means the range of study was narrow.In addition,the number of research samples was small,because the class of overseas students was too special.In conclusion,foreign undergraduate students from Southeast Asia should cultivate and improve their competence for autonomous learning under the guidance of autonomous learning theories.In addition,measures should be taken to promote the application of autonomous learning strategies,guide learners to construct knowledge meanings and teach them how to make self-regulation and evaluation,so as to turn them into learners with competence for autonomous Chinese learning.