Study On Chinese Learning Anxiety Of Southeast Asian Students And Study Of Its Influencing Factors

Since the 1970 s,in the field of language acquisition,the focus of research has been to "teach the teacher" to "how to learn",and the research on the emotion factors of the learner has been paid attention and attention by more and more scholars.As a kind of affective factors,anxiety has a profound influence on learners' language learning.In this paper,216 southeast Asian students from Yunnan normal university and Kunming university of science and technology were studied in this paper.By combining qualitative and quantitative methods,this paper analyzed their anxiety status and source of Chinese learning and found that they had anxiety in learning Chinese.In the analysis of personal factors and Chinese learning anxiety,nationality,gender,whether Chinese,grade,HSK score,HSK score expectation,and subjective Chinese proficiency have no significant influence on Chinese learning anxiety,and the age and Chinese learning anxiety are weak and negatively correlated and have a significant impact.HSK score and Chinese learning anxiety are also weak and negatively correlated.The cognition of Chinese learning difficulty has a significant influence on Chinese learning anxiety,and Chinese learning confidence and Chinese learning anxiety are negatively correlated with low degree and have a significant impact.According to the empirical evidence factor analysis,Peng Hong's Chinese learning anxiety is the most suitable for the nine factors.In the statistics,the three most anxious values are self-evaluation anxiety,ask questions anxiety and test anxiety.In the regression analysis,it is found that other learning anxiety and classroom oral expression anxiety are more important in Chinese learning anxiety.The reasons for high self-evaluation anxiety include learners' own personality,poor Chinese proficiency,uneven level of students in the class,and the uniqueness of Chinese language.The measures mainly include learners setting up correct Chinese learning concepts,setting up correct and objective evaluation,forming good Chinese learning habits,and carrying out classes according to class level.The reason for theask questions anxiety is that the teacher has to ask the questions that are difficult,the teacher has to ask the questions that the time is shorter,the wrong answer lose points or the punishment,the question is random,and the measures are that the teacher has a specific cross-section of the questions,and adjusted the speed of the language according to the students,and the design is reasonable and efficient;The reason for the anxiety of high test is that the Chinese test is closely related to the scholarship of overseas students,the learner has no effective Chinese learning method,the teacher does not set the examination scope,the examination sample volume is not given,the study content is difficult,the operation form is single,the measures mainly include the teacher to extend the extracurricular knowledge appropriately,arrange the diversified homework,and set up the correct examination view.This paper finds that the self-evaluation anxiety of students from Thailand,Laos and myanmar in southeast Asia is the highest,especially the negative self-evaluation of the self.Unlike the existing researchers,this paper does not find that they cause anxiety in Chinese learning due to the failure of intercultural communication.