A Study On Chinese Learning Anxiety Of Elementary And Intermediate Learners In San Marino Senior High School

Since the 1980's,Horwitz et al.has proposed the foreign language learning anxiety concept.Different scholars has researched the foreign language learning anxiety at time to time.This paper,based on previous researches,study an anxiety of conditions and causes of Chinese heritage learners' anxiety and the local students in learning Chinese at San Marino High School in Jakarta,Indonesia.This study contains survey results from 149 chinese heritage students and local Indonesian student at San Marino High School.By this scale,this paper will analyse the learning anxiety and its causes between the chinese heritage students and local students.Calculated and measure using SPSS statistic,this research will analyse the survey results to find the difference between two student groups and research the anxiety cause.The results show that:First,San Marino High School chinese heritage students and non-chinese heritage students has a certain degree of anxiety,and the two groups of students have high anxiety values.From the overall level of anxiety,heritage and non heritage students are similar to the degree of anxiety in writing and listening,the degree of anxiety in spoken and reading has a significant difference,and the chinese heritage students are higher than those of non heritage students.Second,the identity factors of heritage students have significantly influenced their learning anxiety.In the course of learning Chinese,heritage students are under great pressure because of their identities,and heritage learners' anxiety becomes higher than those of non-Chinese since the high expectation of family and ego creates this pressure.It also led to the competition between heritage students,increase their level of anxiety in Chinese learning,and lowering the students ' self-evaluation.Otherwise,for the non heritage students,because they only think of Chinese class as an ordinary foreign language classes,their Chinese language learning attitude is indifferent,and their anxiety level is lower than heritage students.Third,although there is no statistically significant difference in the anxiety level between heritage and non chinese heritage ethnic groups in writing and listening,there are some differences in the specific manifestations of anxiety among the two group of students,and the source of anxiety also vary.Fourth,although in the study of Chinese four skills,the single chinese heritage and non chinese heritage factor to the study anxiety impact is remarkable(including anxiety level and anxiety performance),but overall identity and gender two factors to learn anxiety's interactive effect also cannot be ignored.Finally,on the basis of all above conclusions,the author will proposes some learning strategies for the teachers and students.And hope these strategies will be helpful to those oversea chinese students to reduce the anxiety of learning chinese.And also hope this paper can become a recommendation in Teaching Chinese as a Second Language.