Research On Foreign Preparatory Students’ Classroom Environment In China

Classroom environment, as a nonintellectual factor which has effect on second language learning, is attracting much attention in the field of foreign language learning.More and more foreign students have come to China to study. In order to improve the quality and effectiveness of Chinese teaching as a foreign language, as well as to broaden the spread of Chinese teaching as a foreign language, it is important to be familiar with foreign students’knowledge and evaluation of Chinese classroom environment, and especially with change in classroom environment relevant to enhancement in foreign students’mastery of Chinese. It is also important to analyze the relationship between these two elements, and to put forward strategies of teaching reform applicable to students of various grades. The classroom environment analyzed in this research refers to learners’psychosocial environment.The subjects of this research are undergraduate foreign students of2011in preparatory course of Chinese government scholarship from Shandong University. They are given questionnaires and interviews, so that researchers can know difference of environmental perception among all the foreign students, different genders, and students from different countries, and the relationship between students’cognition and their academic records. It can be concluded from the research that1) African students’ perceptive ability of classroom psychosocial environment is less than Asian students’.2) There is no huge difference between boy students’and girl students’ perceptive ability of classroom environment.3) Students whose Chinese are better have more perceptive ability of classroom environment than those whose Chinese are poorer. There is relevance between students’ perceptive ability of classroom environment and their academic records.