The Impact Of Anxiety On Sri Lankan Student’s Spoken Chinese In Chinese Spoken Class

Horwitz’s study indicates that learning a foreign language in the classroom willparticularly cause students’ anxiety. Specifically, the timeliness and consistencycharacters of oral expression make the students feel a lot of pressure, who are studyingspoken Chinese in the classroom. The pressure is changed into the anxiety of oralexpression when teacher asks students questions in the class. As a Confucius Institutevolunteer Chinese teacher in Sri Lanka, the writer has taught Chinese in Sri Lanka forone year. Therefore the writer has access to Sri Lankan Chinese learners, which is whythis essay will mainly test Sri Lankan Chinese learners. Through two questionnairesurveies, we will invest whether the anxiety affects Chinese Spoken Class and how toaffect. From the practical level, we intend to help Sri Lankan students to reduce spokenanxiety when they are learning spoken Chinese in the classroom and to improve orallearning efficiency, enhance the skills of speaking Chinese.This paper will investigate the Spoken anxiety of the Sri Lankan Chinese learners bytwo anxiety scales and three experimental Chinese Spoken Classes in order to do someexploratory studies as well as to answer the following questions: Firstly, whether thereis spoken anxiety in the Chinese spoken class for Sri Lankan students. Secondly, theinvestment will analyses the factors that cause anxiety and impact anxiety. Thirdly, if SriLankan students feel anxiety in the Chinese spoken class，whether the students’individual factors and anxiety are related? Fourthly, are there any effective teachingmethods to reduce students’ anxiety through the investment and practice? Fifthly, wewill make a contrast to Chinese spoken class and experimental Chinese Spoken Class.Sixthly, will the result prove the experiment is of success by contract?Through the contraction of the two questionnaires and statistical analysis, weconclude that: Firstly, Sri Lankan Chinese students do have spoken anxiety in ChineseSpoken Class. Secondly, the factors that cause anxiety are the students’ fear ofcommunication, negative evaluation of spoken capability and lack of confidence. Thefactors which impact anxiety are the oral class environment, the pressure from theoutside, teachers’ teaching strategies, students’ learning strategies and cultural backgrounds. Thirdly,students’individual factors such as student’s age、gender and thetime of learning Chinese do have the relationship with Chinese spoken anxiety. Fourthly,there are effective teaching methods to reduce students’ anxiety which are Q&Asession, Chinese spoken games, role play session and puzzle session in the class. Fifthly,we made the contrast to Chinese spoken class and experimental Chinese Spoken Class,and the result shows that the anxiety of students in experimental Chinese spoken classhas been reduced. Sixthly, the result proves the experiment is of success.