A Study On The Correlation Between Chinese Reading And Classroom Anxiety Among Thai Students And Their Coping Strategies

The development of humanistic teaching theory has made language teaching focus more on language learners themselves.The field of second language acquisition is aimed at the study of language learners,including the physical,cognitive,and affective characteristics of language learners that have a certain effect on second language acquisition.The "Affective Filter Hypothesis" of the five hypotheses of the language monitoring model proposed by the famous language educator Stephen D.Krashen is considered to be the most comprehensive and influential theory in the field of second language acquisition research.The core of the theory is that "understandable input coupled with low anxiety environment and low shielding effect,we must be able to acquire a second language." Since the 1970 s,anxiety has become one of the most influential affective factors in second language acquisition and has become a hot-spot issues in the study of second language acquisition at home and abroad.Researchers have described and analyzed various aspects of second language acquisition anxiety from different perspectives and dimensions.This article explores the anxiety of Thai students studying Chinese in the target language environment.This research presents obvious interdisciplinary characteristics.The broad subject background and theoretical basis are conducive to absorbing theoretical features and research methods in different subject areas,and enrich the content and perspective of foreign language learning anxiety research.The author conducted a survey and research on 126 Thai students from Tianjin Normal University.The research data were collected mainly through questionnaires and scale tests.The data were analyzed using SPSS(23.0)software and related statistical methods.In the research process and data analysis,two groups of comparative analysis were used.The analysis included the overall situation and distribution characteristics of Thai students' Chinese classroom and reading anxiety,the correlation and regression analysis of classroom anxiety and reading anxiety,the relationship between reading anxiety and HSK reading score,and also explored the relationship between a series of variables(such as age,gender,personality,etc.)and the degree of anxiety of individual differences among Thai students.The following conclusions are obtained through research:(1)There is a positive correlation between Chinese classroom anxiety and Chinese reading anxiety,and the correlation is significant.It shows that students with high level anxiety also have high reading anxiety.Conversely,students with high reading anxiety have high level anxiety.(2)Pearson product-moment correlation coefficient between reading anxiety and HSK reading score is-.897(at **.0.01 level,two tails,significant correlation),HSK reading score and reading anxiety show a very strong negative correlation.This shows that students with higher reading anxiety havelower HSK reading scores.Conversely,the lower the HSK reading score,the higher the reading anxiety of students.(3)The results of regression analysis show that there is a correlation between classroom anxiety and reading anxiety.(4)Test anxiety and interpersonal anxiety are the most worrying for Thai students.(5)A detailed analysis of the entire reading scale items shows that reading as a special language learning skill,difficulties in Chinese grammar and vocabulary,and target-language cultural background are two important factors that induce reading anxiety.(6)The analysis of personal factors on Thai students shows that the influence of gender factors on anxiety does not constitute a significant difference;in terms of age,the middle age group(21 to24 years old)has the highest anxiety level,while the lower age group(17 to 20 years old)anxiety is the lowest;introverted and extroverted personality anxiety is the highest in terms of personality type,while in reading anxiety,the results show that extroverted personality anxiety is the highest;There was no significant difference in anxiety level among Thai students with different Length of Chinese learning time,but during a short period of time,the level of anxiety of students with additional learning experience was significantly lower,but after more than a year and a half of systemic learning,this advantage would gradually weaken;in terms of self-evaluation,there was a negative correlation between self-evaluation and Chinese learning anxiety,Thai students with low self-evaluation have higher anxiety,and low self-evaluation is not conducive to second language learning.(7)Analysis of the causes of anxiety shows that the most anxious causes for Thai students are the difficulties of Chinese phonetics,vocabulary,grammar,and the Chinese character system.Secondly,the lack of background knowledge required to effectively understand the article during reading.(8)When encountering problems,Thai students most often use coping methods that seek help and plan to solve problems(such as communicating with classmates and teachers and reviewing text).They more actively respond and less avoid problems,but there is no significant difference correlation between anxiety and response strategies.Finally,based on the conclusions of this study,this study puts forward some targeted anxiety coping strategies and teaching suggestions for teachers and learners,in the hope that the conclusions of the study can make a small contribution to the study of domestic language anxiety and contribute to Thailand International students,Chinese teachers,volunteer Chinese teachers in Thailand and provide some help to achieve the best teaching and learning results.