A Study On Chinese Learning Anxiety And Countermeasure Of Thai Students In

Foreign language learning anxiety is defined as “a distinct complex ofself-perceptions, beliefs, feelings and behaviors related to classroom languagelearning arising from the uniqueness of the language learning process”. Since Horwitzand other scholars put forward the concept, there are a lot of scholars at home andabroad making the analysis of the relationship between foreign language learners andtheir foreign language learning anxiety in different learning environment or differentteaching environment.This thesis tries to explore Chinese language learning anxiety of the Thai studentsstudying at universities in Kunming, including Yunnan Normal University，KunmingUniversity of Science and Technology, Yunnan University for Nationalities, andaccordingly provide corresponding countermeasures. The thesis adopts the researchmethods of the quantitative research and qualitative research. The quantitativeresearch is based on the questionnaire survey, consisting of two parts: the personalinformation questionnaires and the Chinese language classroom anxiety scale whichare designed to investigate personal information of Thai students and their Chineselanguage learning anxiety level. And then the results are attained through analysis ofthe collected data by using SPSS software. The Qualitative research is based on themethod of case interview, the Thai students interviewed talking about their Chineselanguage learning anxiety. Through a scientific quantitative statistics and qualitativeanalysis, the thesis gets the overall picture of Chinese language learning anxiety ofthe Thai students.The results show that: firstly, there is different anxiety level between Thai maleand female students at universities in Kunming, but their individual factors have lesseffect on the Chinese language learning anxiety. Secondly,Chinese language learninganxiety is influenced by learning age. Thirdly, time length in learning Chinese alsoinfluences Chinese language learning anxiety although over time the influences willbe reduced. What’s more, the early stage of learning anxiety does not always remainin the same way, instead new anxiety will be triggered with a long length oflearning Chinese. Fourthly, learning self-evaluation of the Thai students also has impact on Chinese language learning anxiety.In the end of the thesis, according to the results of the study, the thesis suggeststhat learners’ individual differences be watched, the classroom learning environmentbe optimized;cultural identity be created;the knowledge be expanded synchronously;teachers be encouraged to explore and choose most appropriate teaching method andmaterial to match the levels of the students and what they need; test anxiety beeffectively prevented; top priority be given to the student emotion and secondly toteachers’ leading. All these corresponding countermeasures provided can be of help toteaching of Chinese as a foreign language and to Thai students to relieve theirChinese language learning anxiety.