The Influences And Teaching Implications Of Emotional Factors On Chinese As A Second Language

American scholar Krashen putted forward the five hypothesis in the second language acquisition,they were “The Acquisition-learning Hypothesis”,“The Natural Hypothesis”,“The Monitor Hypothesis”,“The Input Hypothesis” and “The Affective Hypothesis”.In recent years,these hypothesis has an important influence in the second language acquisition,“The Affective Hypothesis” plays an important role in learners’ language acquisition efficiency.Nowadays,more and more researchers put more efforts on this filed,but few of them study Southeast Asia overseas students.In recent years,China has been one of the most important countries that attracted many Southeast Asia overseas students,since more and more Southeast Asia people choose to study in China,the relevant education policies are also been developed and improved,when Southeast Asia overseas students learning Chinese,the learning efficiency is not only influenced by cognitive factors,but also emotional factors,the emotional factors are including motivation,attitude,anxiety,personality and confidence etc.The thesis take “The Filter Hypothesis” written by Krashen as theoretical basis,through the investigation and literature research method to study the influences of emotional factors on Guizhou Minzu University’s Southeast Asia overseas students in target-language environment’s Chinese learning,these emotional factors are including motivation,attitude,anxiety,personality and confidence,analyzing the learners’ Chinese learning motivation,their personalities,their learning attitude is negative or positive,the details of class anxiety,test anxiety and communication anxiety,the confidence of Chinese learning and communication.According to the research result,analyzing the interrelationship between different emotional factors in the fourth chapter,they are the interrelationship between instrumental motivation and integrative motivation,motivation and attitude,anxiety and personality,anxiety and confidence.In the end,presenting some teaching suggestions combining the investigation results,hoping the second language teachers could notice the importance of emotional factors during the class when teaching Southeast Asia overseas students and also providing guidance to the students for minimizing the negative influences of emotional factors when learning Chinese.