A Study On The Boredom Of Classroom Chinese Learning For Chinese Undergraduate Students In Vietnamese Universities

With the development of language teaching theories,more and more scholars have shifted their focus to the teaching principle of "learner-centered",and the research on learner emotional factors has attracted more and more attention from experts and scholars.Boredom,as an important emotional factor,has an important impact on learners’ language learning.Most of the previous studies focused on English learners,while the relevant studies on classroom boredom of Chinese undergraduate students were relatively rare.This study focuses on the Chinese classroom boredom of Vietnamese college Chinese undergraduate students and its causes.In the questionnaire survey stage,194 valid questionnaires were collected.In the interview stage,9 Vietnamese Chinese majors were interviewed(3 freshmen;Sophomore and junior;3 seniors).It is found that Vietnamese college Chinese undergraduate students generally have a certain degree of boredom in the process of learning Chinese.The specific results are as follows:First of all,the boredom types of Chinese undergraduate students in Vietnamese colleges and universities can be subdivided into foreign language classroom boredom,task simplification boredom,PPT situational boredom,homework situational boredom,teacher dislike boredom,learning trait boredom and task difficulty or lack of meaning boredom.Among them,PPT situational boredom and homework situational boredom were the highest degree,teachers’ boredom and learning trait boredom were the lowest degree.Secondly,correlation analysis shows that intrinsic value has a significant negative correlation with boredom in Chinese classroom,while extrinsic value has a marginal significant negative correlation with boredom in Chinese classroom.That is to say,the more interested students are in Chinese learning itself,the less likely they are to feel bored in class;The more students recognize the instrumental utility of Chinese,the less likely they are to get bored.Interview analysis shows that control assessment also affects the classroom boredom experience of Chinese undergraduate students in Vietnamese colleges and universities.The more students feel that they lack control over Chinese learning,the more bored they will be in class.In addition,regression analysis found that intrinsic value assessment was the main reason for classroom boredom of Vietnamese college Chinese undergraduate students,followed by control assessment.Individual factors have no significant influence on boredom in Chinese classroom.Finally,the following strategies can be used to reduce boredom in Chinese classroom: First,to cultivate students’ sense of control in Chinese learning.Teachers should adopt appropriate teaching methods,assign classroom tasks with moderate difficulty,actively encourage students to make learning plans,and cultivate students’ learning autonomy.The second is to improve the value of Chinese learning activities.On the one hand,interesting teaching activities are designed to stimulate students’ interest in learning Chinese and create a relaxed and pleasant classroom atmosphere.On the other hand,the value of Chinese learning tools should be strengthened through various means to stimulate students’ learning motivation.Third,strengthen the sense of achievement in learning Chinese.Teachers should encourage students to set clear learning goals and provide continuous positive feedback throughout the learning process.