Effects Of FLA On International Students' Course Achievements Of Chinese Language

With the constant advancement of the "Belt and Road" initiative,the educational cooperation between China and ASEAN countries is continuously strengthened,and the number of students from ASEAN countries constantly expanding in China."Belt and Road" initiative needs language communication and language learning usually results in emotion issues.Affective factors play a vital role in foreign students' language learning.Foreign language anxiety(FLA),a significant affective variable that restricts the effect,has been attached great importance by many scholars.Language anxiety on international students of Chinese as foreign language and its effect have also become an important part of academic research.Studies on effects of FLA have been widely conducted by scholars at home and abroad.However,there are few studies on FLA and its effects among international students,especially those from ASEAN countries.Hence,it is of great significance to explore the FLA of international studentsBased on the combination of qualitative and quantitative research methods,this study investigates the effect of FLA of 121 students from ASEAN countries in Guangxi University by means of questionnaires and semi-structure interview,aiming to explore the effect of FLA on course achievement and the correlation between FLA and course achievement.Finally,suggestions and pedagogical implications are providedThis study focuses on three research questions:(1)What is overall FLA of the international students from ASEAN countries?(2)Are there differences in factors of FLA among the international students in different levels of Chinese language?(3)How is FLA related to foreign language course achievement as measured by final course grades?Results indicate that international students experience a moderate level of FLA.Elementary-and intermediate-level international students show highest level of fear of negative evaluation,and advanced students in communicative apprehension.Moreover,FLA actually differs at three language levels.In this study,elementary-level students show higher levels of anxiety than intermediate-and advanced-level students.There are significant differences in communication apprehension(CA),test anxiety(TA),fear of negative evaluation(FNE)and language proficiency.FNE and language proficiency differed more.What's more,there is a moderately negative correlation between FLA and course achievement.Students with higher levels of anxiety exhibit lower course achievement in comparison to those with lower levels.And even,FLA is lower negatively correlated with course achievement in elementary-and advanced-level students,but with no significant correlation on course achievement among intermediate international students.From the above results,strategies and recommendations are put forward to alleviate the FLA of international students in China from ASEAN countries.