A Study On The Correlation Between Chinese Learning Belief And Chinese Proficiency For Southeast Asian Students

Since the 1970 s,the focus of the second language teaching has gradually shifted from teachers to students.The learner's individual difference also became the focus of the study(Wenden,1987),and individual difference is more than the impact of mother tongue on second language learning.As an important individual difference in language learning,language learning beliefs may affect the process of second language or foreign language learning or acquisition and results(Kalaja&Barcelos,2003:1).However,the study of domestic learning beliefs is mostly about the correlation between college students' and high school students' English learning beliefs and their academic performance(Wen Qiufang,1996;Li Yuzhuang,2007;Deng Haitang,2005).It is very rare to study Chinese as a second language in China.In addition,in only a few articles(Changjing,2008;Zhao Kunpeng,2015;Zhu Yumin,2015),there is little research on the learning beliefs of Southeast Asian students,and it is rarer to study the correlation between learning beliefs and academic achievement in Southeast Asian students.Therefore,on the basis of previous studies,this paper makes an empirical study and a detailed analysis of the correlation between Chinese learning beliefs and academic achievements of Southeast Asian students.By adopting the combination of quantitative and qualitative methods,giving priority to with questionnaires,interviews,students from International College of Chinese Language Education,Yunnan Normal University as the research subjects,this study attempts to explore the following questions: the whole situation of southeast Asian foreign students' Chinese language learning beliefs,how the students of Chinese learning hold a belief;Whether there is a significant difference between overseas Chinese and non-overseas Chinese students in Chinese learning beliefs and the correlation between Chinese learning beliefs and Chinese proficiency for Southeast Asian students.Using Spss18.0 software,using descriptive statistics,independent sample t-test,Pearson correlation analysis,multiple regression analysis to analyze the collected data,according to the interview of some of the problems at the same time,this study basically has had the following findings:Through the combination of questionnaire and interview,it is found that most Southeast Asian students think Chinese is a very difficult language,Chinese writing is the most difficult,and the spoken Chinese is closely followed.At the same time,most students estimate the time of mastering Chinese in three to five years.Although they think Chinese is difficult to learn,most international students have certain confidence in mastering the Chinese language.They believe that they will eventually master Chinese if they are diligent and hard-working.Most of the Southeast Asian students believe that language learning talent is there,but about whether or not they have language talent,only about a third of people agree themselves have language talent.About the factors that affect language learning talent,most of the students more recognize "children more easily than adults learning a foreign language";at the same time,most of the Southeast Asian students think people in their country are good at learning Chinese;most of the students think that "people who can speak many languages are very clever".The influence of gender,academic background and foreign language learning experience on learning Chinese is not acceptable to most foreign students.Most of the Southeast Asian students have a strong recognition that the target language culture and environment are very important for Chinese learning.As for the focus of Chinese learning,most students in Southeast Asia believe that Chinese vocabulary learning is more important than grammar,and most people agree that learning Chinese is a translation process.Most international students agree on the importance of repeated practice and accurate pronunciation(M=4.0).Questions about making mistakes in learning Chinese,there is contradiction in learners psychology.On the one hand they want to boldly practice speaking Chinese,on the other hand,they are worried that the use of communication is not correct and will make them unable to correct mistakes.In addition,most students from Southeast Asia also express their willingness to communicate with Chinese people.Only a few people feel a little embarrassed to speak Chinese in front of others.The guessing strategy has also been recognized by the majority of international students.Through independent sample T test,it was found that the gender of Southeast Asian students and whether they were overseas Chinese were not different in the five factors of Chinese learning beliefs.Pearson correlation coefficient showed that as for Southeast Asian students in HSK level respectively,and the difficulty of Chinese learning,the essence of language learning,there is a positive correlation relationship between learning and communication strategies and Southeast Asian students comprehensive achievement,but only with two Chinese learning belief factors with very weak strength,and there was a positive correlation between these two factors,i.e.,learning and communication strategies and difficulty of learning Chinese.Multivariate regression analysis shows that the factors that affect the Chinese proficiency test grade and the comprehensive Chinese test scores for Southeast Asian students are both learning and communication strategies.The understanding of learning and communication strategies has played a certain role in improving the comprehensive Chinese performance of students from Southeast Asia.Based on the problems found in the survey,the author of the thesis proposes helping the transition of the foreign students Chinese language learning beliefs,the improvement of teaching method and teacher's own reflection of southeast Asian students in teaching,and points out the limitations of this study.It is hoped that this study can provide some reference for the study of Chinese learning beliefs for Southeast Asian students and promote the study of Chinese for Southeast Asian students.