Study On Chinese Learning Anxiety Of Students In The Non-target Languagee Environment

Since 1970,domestic and foreign research on "foreign language anxiety" has never been broken,the relevant research content has been gradually enriched and improved,the research scope has been gradually expanded,and research methods have been continuously updated.This paper takes Chinese learners from the Confucius Institute in Munich,Germany as the research object,and conducts statistics and analysis on the listening,speaking,reading and writing anxiety of overseas students through questionnaires and interviews.It mainly discusses the following questions:students in non-target environment Is there anxiety when learning Chinese?What kind of situation does the student's anxiety in the four dimensions of listening,speaking,reading and writing in the non-target language environment show?Is there a difference between the four dimensions?If there is a difference,what is the difference?Is there a relationship between students' Chinese learning anxiety and their individual factors such as gender,age,Chinese proficiency and study time in a non-target environment?If there is a relationship,what is the relationship?What can teachers and students do to help learners reduce learning anxiety?The results show that students in non-target language environment generally have Chinese learning anxiety,and the anxiety state in the four dimensions of Chinese listening,speaking,reading and writing is moderate;in the non-target environment,students' listening,speaking,reading and writing anxiety is not Too similar,with the highest degree of writing anxiety and the lowest level of reading anxiety;there is no significant difference between the anxiety status of students in the four different dimensions in non-target environment and their gender,age and learning time;but Chinese level Different levels can lead to differences in students' anxiety in Chinese learning.The specific manifestations are:in terms of listening anxiety,speaking anxiety,and reading anxiety,the level of anxiety at the advanced level is significantly lower than that at the primary level and the intermediate level,while the primary level and the intermediate level are There were no significant differences;in terms of writing anxiety,there were no significant differences between the primary and intermediate levels,the intermediate level and the advanced level,the advanced level,and the primary level,all of which were in moderate anxiety.Taking the characteristics of overseas students' Chinese learning anxiety into account,combined with interviews and practical experience in teaching between teachers and students,We recommend that teachers should adjust their speech rate,explain the new words in advance,and help students accumulate near-speech words.In speaking,teachers should not only encourage students to speak,but also need to correct students' mistakes and tell students the correct way of expression.In terms of reading,we recommend "To separate recognition and writing";in writing,teachers should pay attention to the teaching of Chinese characters.In addition,teachers should use emotional strategies to enhance student confidence while creating a relaxed classroom environment.We recommend that students should improve their ability to distinguish tones and focus on accumulation.In terms of speaking,students should pay attention to the difficulty of pronunciation and increase the language output.In reading,students should expand their vocabulary and practice hard.On the other hand,students should keep their writing enthusiasm and pay attention to Chinese characters practice,don't be afraid and avoid writing.In addition,we also recommend that students actively participate in classroom interaction,choose the appropriate learning strategy,and often accumulate more practice,while paying attention to adjusting the learning state and finding the correct decompression method.