Study Of Chinese Learners' Learning Anxiety,Learning Burnout And Self-efficacy And Their Relationship

Second language learners' emotional state is the important factors that affect the success of second language learning.Self-efficacy is a measure of second language learners'emotional cognition of an important aspect of Chinese learning,and learning anxiety and learning burnout in a certain extent affect self-efficacy.The purpose of this paper is to explore the extent for Chinese learners about their Chinese classroom learning anxiety,learning burnout and self-efficacy and what kind of relationship between the three.In addition,this study also gets into deep investigation of what factors affect Chinese learners' learning anxiety,learning burnout and self-efficacy.In order to answer the above questions,using the experience of predecessors,thisstudy designed and compiled the“Chinese learners' self-efficacy,anxiety and learning burnout questionnaire",including 11 dimensions,three aspects and 46 scales.A hundred students from Nanjing University were invited to participate in the study,and 80 valid questionnaires were collected.This paper,using SPSS software to collect data for scientific analysis,probes into the general Chinese learners of Chinese classroom learning anxiety,learning burnout and the distribution of self-efficacy,as well as the variations under different influential factors.In addition,drawing lessons from related research results,this study compiled the“Chinese learners' self-efficacy,anxiety and learning burnout interview questionnaire",inviting six international students to accept the interviews.Based on the relevant theories and interviews,this paper explains the data results and verifies the validity of relevant hypotheses.The results show that the self-efficacy of Chinese learners decreases with the increase of learning anxiety degree and the degree of learning burnout.As a mediating variable,the self-efficacy of Chinese learners presents a partial mediation effect on learning anxiety and learning burnout.In addition,factors such as gender,country,level and time of learning Chinese influence the learning anxiety,learning burnout and self-efficacy of Chinese learners in some aspects.Through investigation and analysis,this study can provide an empirical basis for Chinese language learners to different degree of learning anxiety,learning burnout and self-efficacy.On one hand,the research makes up for the shortage of the research of teaching Chinese as a foreign language,at the same time putting forward the corresponding learning proposal for learning Chinese as second language learners.However,the sample size of this study is not large enough and the distribution is not uniform enough.Some of the problems found are not explained and need to be further studied.