A Study On Chinese Character Learning Strategies Of Indonesian Chinese Children

In order to explore the rules of Chinese characters acquisition of overseas Chinese children and promote the further development of Chinese characters teaching,this paper studies the use of Chinese characters learning strategies of Indonesian Chinese children.Based on the relevant theories of learning strategies,this paper selects Chinese character learning strategies of Indonesian Chinese children as the research objects,and conducts a questionnaire survey on 90 Chinese Indonesian children aged 7-14 years old in Jakarta Trilingual Education School.Five representative students are selected to conduct a case study to analyze the general situation of Chinese children’s use of Chinese character learning strategies,the factors influencing the use of Chinese children’s Chinese character learning strategies and the reasons behind them,It also puts forward some suggestions on Chinese character teaching for Indonesian Chinese children.The main conclusions are as follows:1.From the perspective of cognitive strategy,meta-cognitive strategy and affective strategy,the most common use strategy of Chinese Indonesian children is meta-cognitive strategy,followed by affective strategy,and finally cognitive strategy.2.In terms of cognitive strategies,the most commonly used Chinese characters learning strategies of Indonesian Chinese children are review strategy and application strategy,followed by phonological and semantic strategy and stroke strategy,and finally are induction strategy,glyph strategy and memory strategy;in terms of meta-cognitive strategies,the most commonly used Chinese characters learning strategies of Indonesian Chinese children are self-assessment,self-monitoring,selective attention and plan making;In the use of affective strategies,the overall level is lower than that of the adult students in Indonesia.3.There are significant differences in the use of applied strategies and self-assessment between Indonesian Chinese children of different genders.Indonesian Chinese children of different ages have significant differences in the use of review strategies,memory strategies,stroke strategies,self-monitoring,selective attention and emotional strategies.Indonesian Chinese children with different Chinese learning duration have significant differences in the use of review strategies,stroke strategies,phonological and semantic strategies,application strategies,self-monitoring and selective attention.4.The reasons why Indonesian Chinese children use different Chinese characters learning strategies include: the influence of teachers’ teaching methods in class,their own Chinese learning motivation,the particularity of Chinese characters,and the influence of educational and living environment.