Research On The Correlation Between Primary Level Central Asia Students' Chinese Learning Anxiety And HSK Scores

In recent years,the number of international students from Central Asia has been increasing.The Chinese language learning process of international students has also attracted the attention of scholars at home and abroad.In the process of Chinese learners' learning,affective factors have an important influence on their learning effects,especially learning anxiety,which has become an important emotional factor affecting Chinese students' learning.Based on the previous studies,this article focuses on the relationship between Central Asian students' anxiety in Chinese learning and their HSK scores.The learning anxiety in this study includes Chinese classroom anxiety,Chinese listening anxiety,Chinese reading anxiety and Chinese writing anxiety.Chinese classroom anxiety can basically reflect the overall anxiety of the foreign students.Chinese listening anxiety,Chinese reading anxiety and Chinese writing anxiety can reflect the anxiety of some foreign students from a micro perspective.As the subject of this study,53 foreign students from three countries in Central Asia are selected who are studying in China now.First of all,the study mainly examines the learner's anxiety in Chinese learning classrooms and the four individual factors related to their classroom anxiety: gender,personality,Self evaluation of Chinese Learning and the range of HSK scores.The results showed that there was no significant difference between the learner's classroom anxiety and their gender and personality,but there was a significant difference between the learner's classroom anxiety and their self evaluation of Chinese Learning and their range of HSK scores.on this basis,the study use SPSS 21.0 statistical software to examine the correlation between student's four kinds of anxiety and their HSK total score,HSK listening score,HSK reading score and HSK writing score.The results showed that the students' classroom anxiety was highly negatively correlated with their HSK total scores,their listening scores and their reading scores,but there was no significant correlation with their writing scores.There was a high negative correlation between the students' HSK listening score and their listening anxiety.There is a highly negative correlation between the the HSK reading score of the international students and their reading anxiety;there is no significant correlation between the HSK writing score of the foreign students and their reading anxiety.Based on the conclusion,we interviewed some teachers and students,and found that the way of questioning and feedback of the teachers may also need to be improved.Secondly,the depression atmosphere in the classroom may also cause students' s anxiety.And some students also don't have appropriate methods of chinese learning.With the pressure of the HSK examination,the students who have been interviewed have learning anxiety more or less.Finally,based on the research results,four suggestions are given: Help students adjust their attitudes towards Chinese learning,teach students effective learning strategies or skills,and try to create a moderate anxiety environment.