Analysis Of Mongolian Students’ Spoken Chinese Anxiety

With the process of globalization and the advance of China’s international status, Chinese learning has become a cultural phenomenon of a new era. Oral Chinese anxiety is widely recognized in teaching Chinese as a foreign language. Although Chinese penetration level is increasingly high nowadays in Mongolia, oral anxiety research dedicated to the Mongolian students is rare.This paper aims to study oral Chinese anxiety of the Mongolian students, based on previous studies and the theoretical analysis of spoken Chinese teaching situation in Mongolia, it mainly emphasizes the following four questions study:First, the existence of oral anxiety of Mongolian students in Chinese learning and spoken Chinese learning process, and there is some relationship between the two, then the paper shows the concentrated aspects of oral anxiety. Second, the paper investigates that is there some difference among different individuals in anxiety level, what is the cause of the difference, is the difference significant or not. Third, combining Mongolian spoken Chinese teaching situation, data analysis, and the classification of the reasons to explore the causes of students’anxiety in oral expression, and then analyzes the degrees of the causes. Fourth, on the basis of the findings, supplying targeted teaching principles and basic measures to the maximumly reduce students’ oral anxiety.The thesis consists of five parts. The first chapter is an introduction, the significance of the research projects was described the research background-spoken Chinese teaching situation in Mongolia was introduced in detail, also the research methods. The second chapter describes the research fruits on foreign language anxiety and oral anxiety, including the classification of foreign language anxiety, and the relationship between foreign language anxiety and language learning, as well as domestic English teaching profession and foreign language teaching profession, which provides a theoretical bedding for this study. The third chapter is the empirical research part of this thesis, firstly small-scale interview was used to roughly grasp Chinese speaking anxiety of Mongolian students, secondly, the Mongolian students’ Chinese anxiety scale, the Mongolian students’spoken Chinese anxiety Scale, and reason scale for Mongolian students’Chinese expression anxiety was used as the implication tool, and thirdly the use of social science statistical software Spss17the data obtained proved that Mongolian students do have Chinese expression anxiety,the anxiety level is medium to high, and finally the thesis draws the main reasons for the expression anxiety. Chapter four suplies the suggestions and concrete teaching methods on how to ease Mongolian students’Chinese spoken anxiety based on both the theoretical analysis and empirical research of the third chapter. The countermeasures are given from two points if view:the macro level of spoken Chinese teaching in Mongolia, and the micro level of teaching spoken Chinese in classroom.The conclusion section summarizes the main findings of this study, and comes up with the creations, inadequacies, and urther reflections.