A Study On Teaching Anxiety Of Online Novice Chinese As A Foreign Language Teachers

In the new era,the off-line teaching of Chinese as a foreign language is gradually rising.Novice online teachers have certain anxiety when they are engaged in teaching Chinese as a foreign language.What is the source of anxiety,what phenomenon is produced,the composition structure of relevant groups,and what are the influencing factors of anxiety? Therefore,in order to answer the anxiety source of online novice teachers of Chinese as a foreign language,under the guidance of grounded theory,this paper takes the interview content of seven novice teachers on online platforms Wukong Chinese and Lingo Ace as samples,collects data through in-depth interview,and uses the normative qualitative research method of grounded theory for data processing and theoretical model construction.This paper conducts a multilevel grounded research on the teaching anxiety of online novice Chinese as a foreign language teachers.The research of this paper answers the original research question,that is,the source of anxiety of online novice teachers teaching Chinese as a foreign language;Three research findings have been obtained and preliminary conceptual summary and research have been carried out.These new phenomena have not been discussed in relevant literature,which provides valuable problems for further research in the future.At the same time,this paper proposes or redefines six concepts and categories,and discusses their relationship in the formation of the teaching anxiety of online novice Chinese as a foreign language teachers.Firstly,this paper considers that the anxiety sources of online novice Chinese as a foreign language teachers include internal and external sources and other sources of anxiety.On the one hand,exogenous factors come from parents’ diversified demands on teachers and the reform and restraint of teachers’ teaching by platforms.On the other hand,anxiety comes from teachers’ uncertainty about the expected future.Other sources of anxiety include poor online teaching effect,difficult online teaching management and limited online emotional help.Secondly,this paper finds out that there is a unique phenomenon in online teaching of Chinese as a foreign language: the phenomenon of noneducational object satisfaction in online teaching,meaning that teachers’ teaching behavior satisfies parents and the platform first and students second.It is found that the motivation source of this phenomenon is the particularity of the student group.Thirdly,this paper also found the anxiety related groups closely related to teachers’ anxiety: teaching platform,consumers and affiliated units.Finally,by sorting out the above core concepts,an anxiety model is constructed,through which the initial research questions about the teaching anxiety of online novice Chinese teachers as a foreign language are clearly answered and the strategies to reduce the teaching anxiety are put forward.In future studies,more samples can be selected and more theories can be applied for comparison and research,so as to continuously enrich the connotation of the concepts and categories proposed in this paper,promote the study of new phenomena found in this paper,and further saturate the concepts and categories proposed in this paper,obtain more research findings and make more theoretical achievements.Moreover,the concepts and models proposed in this paper based on the case study need to be quantified through the statistical test of large samples in the future,so that they can be generalized and used to guide more extensive practical teaching.