The Exploratory Study Of Thai Students' Chinese Language Listening Anxiety

The empirical studies and experience summary of Second Language Teaching Profession Abroad have found that anxiety is one of the most important psychological variables, which has a huge influence on language learning. The research of Foreign Language Teaching Profession Domestic, especially in the field of English Teaching has found that language anxiety has a tremendous impact on the choice of language learning strategies, thereby affecting their academic performance. The anxiety research of Second Language Teaching Profession Abroad has a more mature development, which has fully developed to four areas:listening, speaking, reading and writing. Meantime the anxiety research of English Teaching Profession Domestic mainly focused on the oral and reading. Teaching Chinese as a Second Language Profession has slowly turned its sight to the emotional factors of individual learners, particularly anxiety, not just focus on the Chinese Ontology. It must be pointed out that the research of Chinese language anxiety has just started, meanwhile academic study on the anxiety of sub-skills is very few too. In the moment, listening teaching is the weakest link of Teaching Chinese as a Second Language, students don't like to have listening lessons, the improvement of listening skills is slow, the classroom teaching effect is unsatisfactory. Krashen's "Affective Filter Hypothesis" believes that anxiety is one of the most important emotional factors which affect second language acquisition, then during the process of signal input, processing and output stages where there may be anxiety, students' anxiety will inevitably impact on their listening comprehension. In the input stage of listening, cause voice input is continuous, non-return and transient, anxiety may lead students to miss important input information, resulting in communication failure; in the signal processing stage of listening, anxiety will affect the listeners on the choice of listening strategies, so they will need more time to process information, they will in urgent need of real-time feedback, etc, all of these will influence students' proper signal processing; in the signal output stage of listening, anxiety will delay the output time and drop the accuracy rate, ultimately affect the results of listening comprehension.This paper will investigate the Chinese language listening anxiety of the Thai learners by three anxiety scales, we want to do some exploratory study based on previous researches to answer the following questions:Firstly, whether there is listening anxiety in the Chinese as a Second Language Classroom,Thailand?Secondly, whether Thai students' Chinese listening anxiety is correlated to Chinese general classroom anxiety? If the answer is yes, is it positive, negative or zero correlation?Thirdly,if Thai students feel anxiety in the Chinese as a Second Language Listening Classroom, whether the students' individual factor and anxiety are related? For example, individual factors, such as students' gender, age, nationality, Chinese years of study, language background and listening lessons per week, are they associated with the level of anxiety? What's the correlation?Fourthly, how many types of anxiety will impact Thai students' listening comprehension? Their impact has any difference or not?Fifthly, Thai students themselves think what are the reasons for Chinese listening anxiety? Is there any good way to enable them to reduce the autonomy of anxiety?Sixthly, is there any universal principles of Chinese language teaching for teachers to guide students in reducing listening anxiety? Schema phased strategy can feasible?Through questionnaires (CLCAS & CLLAS & OPEN questions) and statistical analysis, I conclude:1, Thai students sense anxiety in the Chinese listening classroom; 2, Chinese Language Classroom Anxiety and Chinese Language Listening Anxiety have a positive correlation; 3, Age and anxiety have a negative correlation, while the other factors,such as Chinese years of study, language background, listening lessons per week and anxiety are positively associated, but gender has no significant correlation with anxiety, nationality and anxiety are not comparable(all participants are Thai); 4, through factor analysis, it can be thought that:individual factors, listening strategies, topic familiarity, environment, emergency situation, and training intensity are six main sources of anxiety; 5, The Open Questions from Thai students show that:their own reasons of listening anxiety are from three main stages:input stage, processing stage and output stage. Each stage has different sources of anxiety, while Thai students think that the visualization of listening materials can effectively reduce their anxiety; 6, In order to reduce Thai students' listening anxiety, we must follow six teaching principles: the principle of intelligibility input; the principle of use student's background knowledge; the principle of video teaching; the principle of design clarity, concise and structured listening tasks; the principle of enhance listening strategies teaching; the principle of anxiety sensitivity. I also propose that during the before listening stage, listening process stage and after listening stage, there are relative schema strategies which will help reduce student's listening anxiety.