| In recent years,more and more foreign students choose to study Chinese in China.Facing different language environments and cultural backgrounds,Chinese learners experience both positive and negative academic emotions.Academic emotions will affect students’ learning of Chinese,and have an important impact on their academic performance and daily life.It is necessary to study the academic emotions of Chinese learners in China,which is not only related to their academic achievements,but also related to their mental health.At present,there is little research on the academic emotion of Chinese learners in China,which needs to be strengthened.This paper adopts quantitative and qualitative methods to investigate and study the academic emotions of Chinese learners in China.The main research question is:what is the overall and specific situation of the academic emotions of Chinese learners in China?What are its characteristics?Are individual factors such as gender,age,Chinese language proficiency,Chinese and non-chineseamericans,and students’ academic type different in academic mood?Do teachers’ autonomous support,class sense of community,and learning motivation affect students’ academic mood?On the basis of literature research,this paper divides the academic emotions of Chinese learners in China into four aspects:positive activity-oriented academic emotions,positive results-oriented academic emotions,negative activity-oriented academic emotions and negative results-oriented academic emotions.We also reference and draw lessons from the questionnaire and the research results of other researchers,in the light of the characteristics of Chinese language learners in China,modified compiled the "foreign student Chinese academic emotions questionnaire","the teacher autonomy support questionnaire","class community feeling questionnaire","learning motivation questionnaire",a survey of 222 Chinese learners in China after the survey data analysis using the statistical software SPSS23.0 specific conclusions are as follows:1.In general,Chinese learners in the process of learning Chinese in China to experience positive class academic emotions than negative class studies,academic emotions of four dimensions mean order from high to low is:positive result oriented academic emotions,positive directional academic activities,negative results oriented academic emotions,negative activities directed studies.2.In the ten specific academic emotions,most Chinese learners in China to experience the "achievement",is to experience the least is "tired",the mean height of"achievement","happy","independent","easy","anxiety","shame","dissatisfied" and"upset","depressing" and "bored".3.Chinese-learners in China’s academic emotions in gender,ethnic Chinese and non-Chinese,age,Chinese level,school there are certain differences in nature,in which different gender Chinese learners in the process of learning Chinese to experience the specific academic emotions "happy","independent","achievement" and active directional academic emotions and negative orientation have significant difference.4.In terms of factors affecting academic emotion,quantitative research shows that instrumental motivation has the greatest impact on academic emotion of Chinese learners in China,followed by teachers’ autonomous support and integration motivation,and class community has the least impact on academic emotion of learners.Through qualitative research,it is found that learners all believe that teachers,teacher support and peer relationship have a greater impact on academic mood in the learning process.Based on the above research conclusions,we put forward targeted Suggestions to solve academic emotional problems from two aspects:teachers’ teaching and students themselves. |
