The Analysis Of Affection Factor Of High School Students Learning Chinese In Australia

In 1990s,researchers were focused on affection factor,which was regarded as an important factor affecting the success of learning a second language.The object of the study is 68 Year7 students who are learning Chinese as a second language in Newcastle of Australia.Questionnaire has been applied to test the correlation between the affection factor and their Chinese achievement.On the basis of it,relative instructional strategies have been put forward.This paper consists of six parts.The first part is to explain the purpose and meaning of choosing this topic and summarize relative essays.Then ascertain Australian high school students as the object and the relationships between motivation,attitude,anxiety and Chinese achievement as the content.The second part is to introduce the Chinese teaching in Australia and Whitebridge High School where I have been worked for two years.The third part is to analyze the data which has been collected through the questionnaire using Descriptive Statistics,Pearson Coefficient Correlation and Stepwise Regression in the SPSS2.0(Statistical Package for Social Sciences Version2.0),and also to summarize the characteristics of affection factor of Year7 students learning Chinese as follows:1.In terms of personal information,Year7 students' Chinese achievement has apparently positive correlation with gender,pure Australian or not and academic abilities while it has no apparent relationship with speaking a second language or not and learnt Chinese before or not.2.In terms of affection factor,Year7 students' Chinese achievement has apparently positive correlation with instrumental motivation,integrative motivation and learning attitude,but has no apparent relationship with anxiety.Except anxiety,all the other affection factors represent apparent relationship.3.In terms of the prediction of Chinese achievement,the whole affection factor has a comparatively low rate of prediction.Learning attitude is the most important one,followed by integrative motivation and instrumental motivation,the least is the anxiety.4.Students focus on Chinese teachers and travelling in the instrumental motivation and least attention is paid on parental support and career requirements.The integrative motivation is the highest because the students are curious about Chinese language and culture in the beginning.Learning attitude shows that they have a strong desire to learn a second language and high self-evaluation and emphasis on feedback.High school students generally have low anxiety which mainly comes from tests.The social anxiety and negative feedback anxiety nearly have no influence on them.The fourth part is to analyze the reasons for the characteristics of affection factor of Year7 students learning Chinese on the basis of the above conclusions.There are three reasons:one is the lack of motivation resources of learning Chinese in Newcastle;one is the unstability of Year7 students' attitude;one is the non-native management style of Chinese teachers.The fifth part is to come up with some suggestions based on the conclusions of the third part,classroom observation,teaching journals and also the reason analysis of the fourth part.To engage the students,Chinese teachers need to insist in self-development,combine level and remark evaluation and organize feeder school program.To develop students' positive attitude towards learning Chinese,teachers need to organize colorful inside and outside class activities,and search for parents' support.To relieve students' anxiety,Chinese teachers need to use more positive feedbacks,design class activities of low anxiety and reduce anxiety from examination.The final part is to make a sximmary of this paper and point out some drawbacks,such as the lack of quantity and limitations of the object.