Studies Of Indonesian Chinese Learner Of Mandarin Learning Strategies In Non-target Language Environment

Along with China’s development in the world,lots of people has shown their interest in Chinese.These days,many countries have “Chinese Fever” phenomenon.The Chinese Mandarin learner is about 70% around the world,therefore the Chinese learner is a group that needs to be concern.Indonesia is one of country with most Chinese descent in the world.In Indonesian mandarin learner,Chinese has become a big part of it.We found that in the non-target language environment,because lack of language environment support,different family background,length of studying Chinese and the other factor have impact to the learning effect,but have no significant impact to the uses of Chinese learning strategies.Non-target language Indonesian chinese mandarin learner has no language environment support,therefore lots of learner only have a little opportunities to contact and use mandarin.They face lots of different problems in study progress,such as writing,speaking,listening,etc.We found even in non-target language environment,there are also successful chinese learner.Thus,why there’s a difference of learning effect for studying in the same language envionment? There’s a strong connection with learning strategies.Therefore,what is the learning strategies that Indonesian chinese mandarin learner use in learning Chinese? Which strategies help them to study more effectively in non-target language environment? What factors have influence the use of learning strategies? Thus,I choose “Indonesian Chinese learner of mandarin learning strategies in non-target language environment”as research object and summarize the characteristics and factors that influence the use of learning strategies by Indonesian Chinese mandarin learner,analyze how the use of learning strategies can improve the Chinese level,how to cultivate their awareness of using learning strategies and improve the learning effect of Indonesian chinese learners and teaching effect by teachers in non-language environment.Based on Oxford’s learning strategies,this study divides learning strategies into:Direct Strategies(Memory Strategies,Cognitive Strategies,Compensation Strategies)and Indirect Strategies(Metacognitive Strategies,Affective Strategies,Social Strategies).Results of our research are: 1.Indonesian Chinese Mandarin learner’s learning strategies considered as Intermediate frequency level,the order is: Social strategies(3.18)> Compensation strategies(3.13)> Metacognitive strategies(3.04)>Cognitive strategies(2.98)> Memory strategies(2.80)> Affection strategies(2.78);2.Results after anaylising learning strategies usage based on some influence points are,we found that gender,Mandarin level,length of studying Chinese,language habit and the growing environment of Indonesian Chinese Mandarin learner are not causing significant impact to the uses of learning strategies.We think Mandarin teacher should cultivates Indonesian Chinese Mandarin learner’s learning strategies based on few points below: 1.Based on non-target language environment: Guide students to use learning strategies,make study plan,and encourage them to speak Mandarin;2.Based on Chinese background: Encourage students based on good language environment to use Social Strategies,promote students to have a better understanding on Chinese culture,use their good family education background to promote Affection Strategies;3.Based on different Mandarin level: For advanced level,improve the use of Cognitive Strategies(Increase Mandarin reading and writing,do translation exercises and summarize),for basic level,improve Affective Strategies and Compensation Strategies(Input: use guessing methods,Output: use native language/synonim to make up for words you don’t know)...