Anxiety Korean Chinese Learning And Coping

In recent years, as China's rapid development of economic and comprehensive strength of national , China has increasingly become the focus of world ,more and more countries want to work with China ,in order to establish good diplomatic relations and trade exchanges, therefore, there are more and more people want to learn Chinese, and we say this is "Chinese fever " ,which the heat as much as learning English, this phenomenon also appear in South Korea home countries. In Korea, from middle and high school to college has the courses of Chinese, Korean educators say that they pay attention in how to exercise the communication skills in Chinese of Korean students ,and take it as a purpose for Korean students learning Chinese .In fact, in order to improve their Chinese language spoken in the objective will be many content restrictions, such as Chinese knowledge of Korean students ,the level of understanding Chinese culture. In actual teaching practice, the South Korean educators do not attach importance to the educational purpose of such a Chinese, replace a teacher-centered, students notes knowledge in a notebook boring and monotonous, they take a passive or negative attitude towards learning this classroom teaching.Thus, the actual situation and the Korean educators expressed verbally value in foreign language education from a multi-faceted initiative to encourage the learner does not correspond to the situation , so this is the motivation of this paper, this paper attempts to survey, to explore analysis of South Korean students learning Chinese with regard to the issue of psychological factors exist, and for the psychological factors of a specific issue, put forward their own ideas and solutions in the hope of the Chinese language education in Korea to provide a reference.This paper is divided into three parts: the first chapter is an overview of the theory of anxiety to explain the definition of the linguists, and the type of anxiety, the formation of anxiety. The second chapter is questionnaires 120 South Korean university students who is in Harbin of China for Chinese study , the first Chinese students to the level of investigation of these results, then from the foreign language anxiety scale tool FLCAS 33 questions choose the 23 items, use it to test these students Psychological factors, analysis the information on "language anxiety and learning Chinese Korean influence. "The final chapter is proposed to reduce anxiety and coping strategies, one factor is the teachers themselves, use their body language ,voice, facial expressions, etc, to reduce student anxiety; second factor is group of students learning ,this study formation can help the students help each other ;third factor is use the medium of instruction ,like songs, movies, games ,that can improve teaching quality, sparking student interest in learning, which aims to reduce language anxiety.