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An Investigation on Chinese Learners' Learning Anxiety
Chinese Language Classroom Anxiety
Teaching Chinese as a Second Language
Coping styles with Anxiety
So far, the studies on language anxiety in the domain of teaching Chinese as a second language are not deep-going and all-sided enough. It is owing to this, the research adopts questionnaire method to better understand about anxiety and the students’ difficulties and problems in learning Chinese as a second language. With this in mind, the study focuses on four aspects, involving students’ different levels of Chinese learning anxiety, the effects of individual differences on anxiety levels, the causes and the coping ways of Chinese learning anxieties. Based on the results of questionnaire studies, the interviewing method is also adopted to help provide some useful suggestions to teachers. The results show that firstly, students are more or less interfered with Chinese learning anxiety. To be more specific, about two third students are distracted by intermediate or strong Chinese learning anxiety. Secondly, the levels of students’ anxiety are influenced by different genders, ages, hours of having learned Chinese and expectations of Chinese ability. Thirdly, students’ Chinese learning anxieties can be caused by many sources, such as the interaction between teachers and students, the difficulty of Chinese itself owning to its uniqueness and so on. Among the varieties of sources, the achievement test administered by NTNU is the most important source of students’ anxieties. Finally, most coping ways used by students as mature, positive ones such as preview and review the material, exchange learning experience with classmates, decrease Chinese learning anxiety via travel and sports. In contrast, the immature and negative coping ways are rarely used by students such as avoid eye contact with teachers, think of excuses to be absent. Based on the above findings, the research leads to three suggestions. Firstly, the teachers should be aware of students’ individual differences like genders, ages, nationalities, Chinese language ability, etc., so that they can adjust teaching strategies. Secondly, the active classroom interaction, the relaxed music, the appropriate ways of correcting students’ errors, the teachers’ ways of teach and act and the flexible teaching ways to different students act to diminish the stress of the learning context and to create a secure classroom atmosphere for students. Thirdly, it is teachers’ responsibility to interpret the language anxiety exists in all stages of learning Chinese, to let students be aware of it and to help them modify some incorrect points of views regarding Chinese language learning. Only after diagnosing anxious behavior, language teachers can enable students to reduce it and deal effectively with language anxiety when learning Chinese.
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