A Study Of Chinese Hearing Anxiety In Central Asian Students

Based on the previous research,this paper surveyed 124 students from the Chinese international communication Institute of Xinjiang normal University,and analyzed the theoretical development of hearing anxiety.According to the needs of this paper,we designed the following three scales: student personal information questionnaire,Chinese hearing anxiety scale,Chinese hearing anxiety cause scale,and the student personal interview questionnaire.The SPSS 17.0 is used to analyze the data,and the conclusion is obtained.Based on previous studies of hearing anxiety,this paper explains the theoretical basis of the study of hearing anxiety in Chinese.At the same time,it uses Horwite Anxiety Scale,which is changed to "Chinese Hearing Anxiety Scale".This article mainly from the following aspects of the Chinese listening anxiety of Central Asian students: 1.Whether the Chinese listening anxiety of Central Asian students with Chinese learning time,character,gender,whether family members speak Chinese,Chinese learning motivation and other individual factors.Central Asian students have the highest hearing anxiety in the top five.3.Taking the three elements of the classroom as the object of analysis,what is the most influential factor for Central Asian students? 4,through the individual interview questionnaire survey,can the Chinese listening class anxiety of Central Asian students be further confirmed.Based on the analysis of the data from the questionnaire and the personal interview,the following results are obtained: 1.Chinese listening anxiety among Central Asian students is correlated with nationality,sex,time spent studying Chinese,whether family members speak Chinese,Chinese,and personality.2.There was no significant correlation between the hearing anxiety of Central Asian students and the number of Chinese friends and their Chinese listening level.3.The individual factors of Chinese listening anxiety among Central Asian students are: gender,time of learning Chinese,whether family members speak Chinese,personality,Chinese,nationality;Classroom non-individual factors are: self-confidence,teacher-student communication,recording speed,classroom error correction.4.According to the results of the analysis,the relative strategies for reducing anxiety were given from the students 'and teachers' levels respectively.