An Empirical Study On The Chinese Classroom Environment For Preparatory Students In China

The Chinese Government always attaches great importance to the work of international students in China.According to the "Study in China Program", by2020, the number of foreign students in China is expected to reach500000, of which150000people are to receive higher education. Before receiving the professional education,the vast majority of these students have to go through the preparatory phase of the study, namely Preparatory Education. China has established the matriculation education system for the Chinese Government Scholarship to undergraduate students in China.In principle,the duration of Preparatory students can not exceed2years, focusing on language learning, supplemented by professional knowledge learning.Time is limited,but the task is heavy.Classroom environment is also called class environment or classroom atmosphere, which refers to the perception or feelings that the students or their teachers have for the class.As an significant potential factor, Any educator who wants to improve the quality of education will not neglect it, which determines the development of students. Considering the particularity of the educational object, goal of the Preparatory education as well as the limited time, not only does it give the preparatory students a great pressure,but it is also a huge challenge for the universities that commitment the preparatory education work. So exploring how to create a positive classroom environment,making use of the limited but valuable time to enhance students’ learning efficiency, and successfully fulfill the Preparatory Education task seems to be particularly important.The classroom environment is affected by many internal and external factors,including teachers, students, curriculum,etc. In this paper,we studied the Chinese classroom environment of the Preparatory students in China of Chinese Government Scholarship in Shandong University,from the perspective of students and their teachers, in order to identify the factors that affect Chinese acquisition. In addition, considering that the motivation of learning is also an important factor affecting learners’ second language acquisition, we learned a bit about the motivation of the Preparatory students in Chinese learning, with the purpose to find out if there is any correlation between the second language learning motivation and psychological perception or feeling of the classroom environment.The main reach methods of this thesis are documentation method and questionnaires method. Firstly,we prepared two questionnaires,one is Chinese Classroom Environment Inventory Personalized Form for Preparatory Students,another one is Chinese Language Learning Motivation Questionnaire for Preparatory Students, then we choose the preparatory students and their teachers of College of International Education, Shandong University as the object to carry out our study.Finally, we got the collected samples data analyzed via Social Statistical Software SPSS (21.0). The issues below are our main research questions:the difference of perception or feeling the preparatory students in China have for the Chinese classroom environment in different aspects,including teachers’perspectives, gender, age, cultural regions, different mother tongue/official language backgrounds; if there is any correlation between the perception of Chinese classroom environment and the Chinese language learning motivation that the preparatory students in China have; if there is any correlation between the development of preparatory students (mainly referring to the HSK scores)and the perception or feeling they have of the classroom environment, which factors,and how closely.The results showed that:(1differences of the comparison results.The international preparatory students in China and their teachers,on the whole, are satisfied with the Chinese classroom environment.However, there are differences on the psychological perception or feelings of Chinese classroom environment between students and teachers’ perspectives,boys and girls,the mother tongue/official language is English or not, students from different cultural regions,as well as students with different Chinese levels.Difference between students of different ages is not significant.(2)Correlation analysis.BivariateAnalysis via SPSS software shows that there are correlations between the students’scores and the psychological perception or feelings of Chinese classroom environment,the correlation with the affinity relationship between classmates、teacher support、cooperation between students and students’ responsibility4factors are significant. Multiple regression analysis showed that,the factor "teacher’s support" come into the regression model, indicating the importance of the teacher’s support to the Chinese classroom environment for preparatory students in China. Bivariate analysis also showed that the correlation between the perception factors of classroom environment and the factors of the Chinese learning motivation are significant.