Study On Willingness To Communicate In Chinese Of Malaysian Students

With the development of the Chinese economy and the promotion of the "Belt and Road" initiative,the economic value of Chinese has become prominent,and more and more foreign students come to China to learn Chinese.The greatest advantage of learning Chinese in China is to practice the language knowledge acquired in the target language environment,thereby training and developing communicative skills.But the language environment does not automatically promote language acquisition,the key lies in the active use of learners.According to the willingness to communicate(WTC)theory,if learners have a higher WTC,they will actively seek and use various language practice opportunities to extend language learning from class to extracurricular.The level of WTC affects the degree of foreign students 'use of the target language environment,so language teaching should pay more attention to the cultivation of students' WTC.This article takes the Malaysian students of the Chinese language teacher training program as the research object,and uses a combination of quantitative research and qualitative research to investigate their WTC in Chinese and its influencing factors.The research process is as follows:(1)In the quantitative research stage,collect quantitative data through a questionnaire,and then use SPSS24 software to analyze the data,in order to understand the situation of Malaysian students' WTC in Chinese;(2)In the qualitative research stage,Interview Malaysian students and teachers to collect text materials,and then use Nvivo12 software to encode and analyze the text to find out the factors that affect the WTC of Malaysian students in Chinese.This article mainly discusses three questions:(1)What is the general situation of Malaysian students' WTC in and out of class?Is there a difference between in-class and out-of-class?(2)What are the factors that affect the WTC of Malaysian students in Chinese?(3)How to cultivate and improve the WTC of Malaysian students in Chinese?Through questionnaire surveys and interviews,we came to the following conclusions:(1)The Malaysian students' WTC in Chinese is in good condition,and the WTC in class is slightly higher than that in class,but there is no significant difference between the two.The WTC in class will change with specific scenes,as follows:two-person discussion>teacher and student Q&A>public performance>group conversation;the WTC out class will also change with scenes,specifically:learning activities>outing>daily life.This shows that WTC will not only has a certain stability,but also changes with the specific communicative situation.(2)Gender and foreign language learning background have no significant influence on WTC,and grade has a significant influence on WTC.With the improvement of grades,WTC shows a trend of rising first and then falling.This shows that WTC of Malaysian students is affected to a certain extent by the Chinese level.At the initial stage,WTC increases with the improvement of Chinese level.During the "bottleneck period",WTC decreases.Besides,there is a significant difference of WTC in class between the junior students and junior students.It may be that as the learning difficulty increases,the difficulty of academic adaptation is encountered,so WTC in class decreases.(3)The Malaysian students' WTC in Chinese is the result of internal and external factors.Internal factors include:individual differences,language level and communicative psychology.External factors include:the influence of others,language environment and cultural background.Based on the relationship between these influencing factors,we have constructed a theoretical model of influencing factors of Malaysian students' WTC in Chinese.In this model,communicative psychology is affected by Chinese proficiency,individual differences and communicative situations.Individual differences and communicative situations are affected by social environment,and the two interact with each other,and WTC is produced under interaction of these internal and external factors.Based on the above research results,we believe that the cultivation and improvement of the Malaysian students'WTC in Chinese can be started from the following aspects:(1)For teachers,it is necessary to take good care of the classroom and carefully plan the teaching content.Cultivating students'self-confidence in communication;on the other hand,it is necessary to start from students' needs and create a good communication situation.(2)For managers,Malaysian students should be provided with more opportunities to communicate out class,specifically:First,in the accommodation and class arrangement,they should try to meet the diverse needs of Malaysian students;Second,in the organization of activities,It is necessary to continuously improve the process of activities and provide more opportunities for communication.Third,in the organizational construction,it is necessary to give full play to the role of student associations and expand the communication channels.