Cultural Content Analysis Within Chinese Conversation Textbook Of South Korea

Learner’.s affective state is one of the important factors affecting second language learning success. Classroom anxiety and self-efficacy will affect the learning process and results.But by far, there are few studies on Chinese language classroom anxiety, Chineselanguage self-efficacy and their relationship.For the Chinese language learners whose mother language are Korean, how about their Chinese language classroom anxiety?How about theirChinese language self-efficacy?What individual factors will affect their Chinese language classroom anxiety and Chinese language self-efficacy? What is the relationship between the Chinese language classroom anxiety and Chinese languageself-efficacy?This study used "Foreign Language Classroom Anxiety Scale"(FLCAS) and "Chinese language self-efficacy of Korean Learners Scale" as a questionnaire to answer these questions.This study’s objects were from three universities and a high middle school in Korea. At last200valid questionnaires were returned. Then using SPSS20.0to assess the quality of questionnaire and analyze the date, we knew the basic satiation of the Chinese language classroom anxiety and Chineselanguage self-efficacy of the Korean learners, and the impact of gender, age and learning time. As well, this study used correlation analysis and regression analysis to analyze the relationship between the two.This study shows that, on the whole,the gap between the Chineseclassroom anxiety level of each dimension is not big;the general Chinese languageself-efficacy is the highest, while the specialChinese language elf-efficacy is lower. And in the special Chinese language self-efficacy, reading self-efficacy is highest, classroom listening self-efficacy is lowest, but the gap of each dimension is not big.Chinese classroom anxiety level of Korean female learners were significantly higher than male learners;the gender impact onChinese language self-efficacy was not significant, though the males slightly have higherChinese language self-efficacythan the female.Age is a factor that significantly effects the Chineseclassroom anxiety, and the15-30-year-old’s level is highest;age also has a significant impact on Chinese language self-efficacy, whill the15-30-year-old’s level is highest,41-50year-old’s level is lowest.Chinese learning time does not significantly affect Chinese classroomanxiety; but learning time has a significant impact on the Chinese language self-efficacy, and those who have learnt Chinese for less than six months have a lowest self-efficacy, while the learners who have learnt for more than three years have the highest self-efficacy.For the Chinese learners whose mother language are Korean, The higher Chinese language self-efficacy is, the lower the level of Chinese classroom anxiety is. Moreover, the general Chinese language self-efficacy, and Chinese classroom listening self-efficacy can significantly predicte the Chinese classroom anxiety.This study can provide an empirical basis for the Chinese language teaching in Korea, but also put forward some suggestions and countermeasures for the Korean language teaching, which can deepen the research on Chinese language classroom anxiety and Chinese language self-efficacy. However, the sample of the investigation and the items of the "Chinese language self-efficacy of Korean Learners Scale" are not well-distributed, which need further study.