A Study On Classroom Anxiety Of Chinese Listening Class In Southeast Asian Students

The study participants consisted of 94 foreign students that are from Yunnan Normal University. The study participants are from Thailand, Burma, Laos and Vietnamese. They are measured by Personal Information Questionnaire, Chinese Listening Classroom Anxiety Scale, the Reason for Chinese Listening Classroom Anxiety Scale and Half Open Personal Interview. The data will be analyzed by SPSS17.0.On the base of previous research, the study mainly investigates the following questions: IS there Classroom Anxiety for the Southeast Asian students in China Chinese Listening Classroom Anxiety? Between Chinese Listening Classroom Anxiety and personal factors can be found the correlation, such as age,nationality,gender, whether they are ethnic Chinese, Learning Chinese fixed number of year, Whether there are family member can speak Chinese, the number of Chinese friend, type of character, the self-assessment of Chinese listening level, the aim of learning Chinese, existing HSK, expecting HSK. From Chinese Listening Classroom Anxiety Scale, which are the high averages? By the three factors in Chinese teaching,which causes have influence on classroom anxiety? Whether it can be identified further by half-opened questionnaire?After questionnaire survey, the data is analyzed by the software. On the basis of those facts, we can reach the following conclusion: First, there exists classroom anxiety in listening class for Southeast Asian students; second, classroom anxiety did not have obvious relation with age, whether they are ethnic Chinese, the number of Chinese friend, the aim of learning Chinese. Classroom anxiety have relation with Nationality, gender, Learning Chinese fixed number of year, whether there are family member can speak Chinese,existing HSK, expecting HSK, the self-assessment of Chinese listening level. Third, we can get the main reason of listening classroom anxiety from the analysis of Chinese Listening Classroom Anxiety Scale: one is individual factors, it contained Nationality, gender, Learning Chinese fixed number of year, whether there are family member can speak Chinese,existing HSK, expecting HSK, the self-assessment of Chinese listening level.; anthor is not individual factors,it contained language points, tolerance of ambiguity, attention, self-evaluation, the input speed, communication between teachers and students, classroom questioning. In order to reduce the classroom anxiety in listening class, teacher take measures to deal with it, the students should adjust themselves to reduce classroom anxiety.