A Study On The Correlation Between Chinese Achievement And Metacognitive Strategies And Learning Anxiety Of Cambodian Students

Since the beginning of the 21 st century,China has bravely become a historical "trendsetter" and contributed to the international environment of peaceful development.In this process,Chinese as a bridge of communication is also established around the world,and Chinese teaching has also flourished.Based on the theories of metacognitive strategies and learning anxiety,this paper studies Cambodia,a good partner and neighbor of China,as the subjects.In this study,the quantitative method was used as the main method and the qualitative method as the supplementary method.Based on Cheng Xiaotang's and Zheng Min's metacognitive strategies theory and Wang Caikang's related literature,the SPSS22.0 was used to analyze the data collected from 312 Cambodian Chinese learners,including 212 middle school students and 100 college students.The Descriptive Statistics,Pearson Correlation Coefficient,Linear Stepwise Regression Analysis,Independent Sample T-test analysis were conducted.The main contents of the study are the general situation of Cambodia students' metacognitive strategies use and Chinese learning anxiety level;the correlation between their metacognitive strategies use and learning anxiety level and Chinese performance;the important predictor of Chinese performance;the difference of individual factors between middle school students and college students in their metacognitive strategies use and learning anxiety level.The results show that: first,Cambodian students sometimes use metacognitive strategies and have learning anxiety,but their anxiety is not high.Second,there is no significant correlation between their Chinese performance and metacognitive strategies,and a significant negative correlation emerges between their Chinese performance and learning anxiety.Third,the factor affecting their Chinese performance is one of the learning anxiety factors,that is,language learning anxiety.Fourth,gender and Overseas Chinese identity have no significant difference in the use of metacognitive strategies among the Cambodian students,but differences are spotted in learning anxiety;there are differences in metacognitive strategies and learning anxiety between junior high school students and college students at different ages,and no differences are found in metacognitive strategies and learning anxiety between junior high school students at different grades,but there are differences in metacognitive strategies and learning anxiety between college students at different grades.