Study Of The Teaching Strategies For Korean Students' Language Anxiety During The Spoken Chinese Classroom

This article tries to discuss the teaching strategies to promote the Korean students'language anxiety at spoken Chinese classroom by using the theory and the methodologies of action research.This study lasted for one semester, it followed the action research steps and methods and adopt the four aspect models of the Kuerle?Lewin:Planning——Observation——Action——Reflection,there are two Trials. The objects of study are students in deepening class (1) from the Soochow campus of the Dazhen University. The first trial trys to promote students' language anxiety by classroom-games teaching strategies, while the second one by using the methodologies of the General type of teaching strategy which based on the Humanism and Behaviorism.The Study includes the following steps: 1. Identify problem. 2. Analysis of the Reasons of the problem. 3. Looking for a solution to the problem. 4. The First trail. 5. Find the new ways 6. The second trail. 7. Analysis results of the trails. 8. Reflect the Harvests and the Disadvantages.Based on the results of the tow trails, we find that the classroom-games teaching strategies can promote the language anxiety. However, it can only temporarily promote the students'language anxiety in spoken Chinese classroom, on the contrary, the General type of teaching strategy which under the guidance of the philosophy based on the new behaviorism's"Want to remove the act of removing the results of the first"and Humanism's Student-centered can improve their language anxiety for long times. Through the study of this article, we also found that action research is an effective means of research to solve the problem of classroom teaching.