The Research Of Chinese Listening Anxiety Among Mongolian Students

As one of the most important variables in the second language acquisition,anxiety plays an important role to the learners of language. In the existing research,scholars have made many important researches of anxiety which was shown during theforeign language learning in different perspective. The research of listening anxiety inChina is scarce and at the same time it is still in the surface. That is, firstly, it is thebeginning that Chinese learning anxiety in second language acquisition research;secondly, most researches focus mainly on spoken language anxiety, as to Chineselistening anxiety research is scarce; thirdly, scholars usually set the foreign students,who come to China as the target group, so the result of the research is not suitable forthe learners in the non-target language countries; finally, the research of listeninganxiety in China is not comprehensive. Since listening anxiety will influence theunderstanding of foreign students, so it is necessary to do the research of listeningAnxiety.This paper is on the basis of previous studies. According to the analysis of thequestionnaire, the following can be found: First, there exist the listening anxiety indifferent degrees during the process of learning Chinese among the Mongolianstudents; Second, there exist positive correlation between the Chinese classroomanxiety and listening anxiety, which can explain that there exist listening anxietyamong the Students who have classroom anxiety too. Third, there exist differentsituations among the students with different individual factors in anxiety. In theindividual factors, different expected values of HSK have great effects on listeninganxiety and there exist obvious difference, different lengths of learning time in chinaand self-cognitive of Chinese level have some effects on listening anxiety, although there exist different values of listening anxiety in the other individual factors, thedifference is not so obvious in statistics. At the same time, the impact of Chinesecharacters, Chinese culture and the way of Chinese people’s saying has nothing to dowith the Mongolian students’ listening anxiety.The analysis revealed that the students’listening anxiety among Mongolian students was mainly due to three aspects. That is,students hope to understand the meaning of each option, the time-limited listening andthe speed of the listening tapes too fast. That requires Mongolian students to ownhigher listening skills and should have time limited training in order to be able to makeMongolian students to adapt to the mode of limited listening.Basing on the interviews and survey results among the students, I propose someCountermeasures about reducing the listening anxiety: First, teachers ought to designreasonable teaching strategies. Such as before the listening class teachers should createa good atmosphere in the classroom, help the students to build up their self-confidence,enhance the speed training of speaking, choose the appropriate listening materials andpoint out the error in good time. In addition,in hearing methods of teaching, teachersshould use reasonable listening skills to reduce listening anxiety of the students duringthree stages of listening, that are pre-listening, listening and after listening and need todo the time limited listening training in order to reduce the pressure of time-limitedlistening. Second, in terms of listening materials, the teacher should increase thenumber of Chinese textbooks in a timely manner; Chinese Listening materials alsoneed to be more constantly updated, to increase the students’ interest and target.This article hopes to provide a reference for the Chinese researcher’s further studyin Chinese listening anxiety and provides some reference significance for teachingChinese as a foreign language, especially for the teachers who teach Chinese languagein Mongolia or Mongolian International students in china. I hope it will be able to playa draw and inspire in their teaching.