Chinese Spoken Anxiety Among Japanese And Korean Students And The Study Of The Strategies

Foreign language learning anxiety, as one of the most important factors upon learners, is extensively focused by some researchers recently. Foreign language anxiety has been researched since the1980s of the last century by many researchers who do a lot of important jobs at different perspectives, and make us know foreign language anxiety more and more. Anxiety about Chinese learning is still in an early stage. Moreover, the researching focus is oral anxiety and other aspects of Chinese learning like listening, reading and writing which can provoke anxiety for some individuals are ignored. Along with acceleration of international popularizing of Chinese, it is urgent and important for us to make more efforts in studying Chinese oral anxiety. This study based on the domestic and foreign leading theories and conclusions on foreign language anxiety, makes an in-depth study on some Japanese and Korean students studying Chinese in China.It analyses Chinese learning anxieties of Japanese and Korea studying Chinese in Qingdao of China, making scientific qualitative and quantitative analysis with questionnaire, interviews, and Alpha. It mainly contains anxiety index analyses and different anxiety inspection.We conclude four individual factors which may influence their Chinese learning anxieties and attribute these conclusions:1) Men’s speaking anxiety is more serious than the women.2) The students’anxiety who learn more time and don’t feel strange facing Chinese words and phrases are less serious than the students who learn less time.3) The students’anxiety who have clear target are less serious than the students who don’t have clear target.4) The students’anxiety who have a great appraisal on themselves are less serious than the students who have a bad appraisal on themselves and lack courage to face the difficulties.5) The more extrovert, the less anxious. The more introvert, the more anxious. The ambivert stay between of them. Results indicate that Japanese and Korean students’speaking anxiety exists definitely. Gender, time, expectation, self-evaluation and personality correlate with anxiety. And these students with different factors have different represents on anxiety.At the end of the thesis, based on the conclusions of this study, it offers some effective strategies for language speaking anxiety on the teachers and students, which may be helpful for the teachers in the teaching practice. For the students, they should set a special target, proper learning perception, get the hobby of previewing and reviewing and so on. For the teachers, they should use the proper body language to make good relationship between teachers and students, use the media to courage students to speak Chinese, pay attention to the method of instruction, give the proper answers and design the effective and interesting games to make harmonious study atmosphere to clear up anxiety and so on.