The Study Of Chinese Reading Anxiety Of Elementary-level Foreign Students And Strategy Correlation

In recent years, with the rapid development of China’s economy, the gradual opening offoreign exchange and Chinese as a foreign language education career becoming mature, thetraining of reading skills in Chinese as a foreign language curriculum is rising in the position.Reading as our unique human activity, is a complex psychological process and physicalprocess. Many scholars in the study found that the foreign language reading anxiety is one ofthe important factors that directly affect the reading process and result. How to reduce thereading anxiety has become an important topic in the research of teaching Chinese as aforeign language.Based on the analysis of previous research achievements about reading and readinganxiety, on the basis of all the students from class A and class B in huazhong university ofscience and technology institute of international education language, this article collects therelevant data, establishes relative systematic data comparison model, and analyzes as well assummarizes the cause of overseas students’Chinese reading anxiety t. And it summarizes theinfluence of Chinese reading anxiety to the Chinese reading process and results, through abackground questionnaire, a modified Chinese language reading anxiety scale, a capture theHSK levels of reading comprehension test and after class interviews. This article lays acertain theoretical foundation for the improvement of the strategy of teaching Chinese as aforeign language, and for the decrease of students’Chinese reading anxiety.Through a relative systematic analysis survey of data and materials, the author foundthat the difficulties of Chinese characters are more likely to cause students’reading anxiety.In addition, factors such as nationality, gender, learning time, time pressure, negativeevaluation etc. may cause different degrees of influence on the students’ reading anxiety.According to these factors, some solutions are mentioned in this paper. Teachers helpstudents cope with anxiety, attach great importance to the teaching of Chinese characters,and teach in different ways according to the countries. Teachers provide suitable reading materials, and improve their own quality and teaching strategies to reduce students’ readinganxiety. These solutions are also helpful to improve Chinese reading level of foreign students,cultivate their interest in reading Chinese, and help them form good reading habits, so thatthe purpose of promoting the quality of teaching Chinese as a foreign language can befurthered.