An Investigation And Analysis Of Chinese Classroom Anxiety In Thai Primary School Students

Foreign Language Learning Anxiety is the learner in the learning process arising from self-perception, a complex of beliefs, feelings and behavior. We believe that language learning is communicative classroom anxiety anxiety, fear of negative evaluation and test anxiety three aspects. So understand the anxiety of students learning Chinese as well as strategies to solve is to have important practical and theoretical significance. Understanding students’learning anxiety and anxiety generated based on the status of classroom and propose solutions strategy has important practical and theoretical significance. Chinese students in class how to reduce anxiety and improve the efficiency of learning Chinese has been plagued by high school teachers and students. The study from the general education, educational psychology and cognitive psychology perspective, explore the implications of Chinese classroom anxiety Thai students learn the Chinese language, the article uses the corrected second language anxiety scale measured 125 pupils as the main survey objects, relevance and value of anxiety and anxiety among Chinese learning Chinese language classroom learning survey distribution characteristics of various Chinese classroom environment in their analysis of the reasons for anxiety generated and its impact on Chinese learning. Meanwhile, we communicative anxiety, social anxiety evaluation, test anxiety, and anxiety teacher behavior as the dependent variable, the students’gender, the time to learn Chinese, grades factors as independent variables on communicative anxiety, social evaluation anxiety, test anxiety and teacher behavior gender and other factors univariate analysisInput to the questionnaire results SPSS 11.5 statistical analysis, data analysis showed that:1) communication anxiety, social anxiety, evaluation, test anxiety, and teachers are able to influence the behavior of primary school classroom anxiety anxiety, especially primary teachers’ behavior is likely to cause major reason:2) anxiety than boys and four girls more prone to anxiety:3) Thai students anxiety in social evaluation, testing and teacher behavior will increase with age. In terms of communicative anxiety fifth grade student anxiety than other grades, which is characteristic of teaching in relevant. These key factors for us to reduce the anxiety some suggestions:1) starting from the classroom to improve teaching methods, improve teaching approach, teachers talk about the method and timing corrected, need to give students sufficient time to prepare their questions:1) create a good classroom atmosphere, the use of songs or games to arouse the students’interest in learning:3) encourage the exchange, charge Hsu mistakes, praise and encourage students to change teachers, sure they make progress, and enhance their confidence to learn Chinese:4) strengthen and students relationships, learn more about the students’anxiety conditions.