留学生汉语课堂焦虑和口语参与意愿关系研究.pdfVIP

摘要 目前，大量研究表明，焦虑尤其是课堂焦虑在外语学习中起消极作用，但 主要集中在英语作为第二语言课堂焦虑研究方面，汉语作为第二语言的相关研究 较少。 采用问卷调查的方式对80 名不同汉语水平的留学生进行调查，系统探讨留 学生汉语课堂焦虑特点和与口语参与意愿之间的关系。结果表明，留学生在汉语 课堂中的焦虑普遍存在，口语焦虑作为课堂焦虑中的一个因素对课堂焦虑产生重 要影响。汉语课堂焦虑与口语参与意愿呈负相关，汉语课堂焦虑越高，口语参与 意愿越低。在影响口语参与的因素中，高课堂焦虑的学生更容易受到害怕犯错被 嘲笑和老师等待答案时间的长短这两个因素的影响，低课堂焦虑的学生更容易受 到老师对回答问题名额不均匀分配的影响。汉语课堂焦虑影响学生对教学策略的 选择，高课堂焦虑的学生更容易选择教师接受各种各样的答案、关注答案内容、 与学生建立良好关系这三种教学策略，低课堂焦虑的学生更容易选择教师提高提 问技巧的教学策略。最后对教师如何降低留学生汉语课堂焦虑、提高留学生口语 参与意愿提出了教学建议。 关键词：留学生；汉语教学；汉语课堂焦虑；口语参与意愿；教学策略 I Abstract As an important emotion factor, anxiety has influence students’ foreign language learning heavily, especially students’ oral performance in foreign language class. There have a lot of researches about foreign language learning anxiety except Chinese as second language learning. It’s necessary to discuss the relationship between foreign students’ Chinese as a second language learning anxiety and their oral participation wiliness. This article survey 80 foreign students of different Chinese level by survey paper to discuss the relationship between students’ Chinese as a second language learning anxiety and their oral participation wiliness. The result shows class anxiety is universal in Chinese classroom and changes with class circumstances. Oral anxiety contribute to classroom anxiety most. The higher Chinese classroom anxiety is the lower oral participation. Chinese proficient level and incomprehensible input will lower students’ oral participation wiliness. High anxiety level students are more easily influenced by teacher ’ waiting answer time and fear of mistakes and laughed. Different Chinese class anxiety level has different choice for teachi