A Study On The Influence Of Classroom Management On Chinese Learners’ Willingness To Communicate In Laos

Classroom management is an interactive process of teachers and students to establish and maintain classroom order in order to achieve teaching objectives,including discipline management,teaching management and classroom atmosphere management.Many empirical studies have supported the conclusion that classroom management brings about the development of students’ academic performance and ability,but few studies have paid attention to the influence of classroom management in second language classroom on learners’communicative intention.Willingness to communicate in a second language is one of the prerequisite psychological factors that lead to second language communication.According to the theory of second language communication willingness,if learners have high second language communication willingness,they will actively create opportunities for language communication,extend the limited classroom learning to extracurricular learning,and then internalize language knowledge into language communication ability.Therefore,based on classroom management,this paper takes the learners of Confucius Institute at Lao National University as the research object,and adopts quantitative research methods to deeply explore the relationship between discipline management,teaching management,classroom atmosphere management and Chinese communicative intention.In order to verify the theoretical model of discipline management,teaching management,classroom atmosphere management and Lao native Chinese learners’ communicative intention,this paper conducted two surveys.First of all,this paper conducts a pre-survey on a small range of samples to verify the validity of the questionnaire used in the research.Secondly,this paper carries out reliability analysis and Kasiser-meyer-olkin valuec test exploratory factor analysis and item analysis on the pre-survey data.Finally,this paper revises and forms a questionnaire for formal investigation.After the pre-investigation,this paper conducted a formal investigation and collected 559 valid questionnaires.SPSS23.0 and Amos23.0 software are used to analyze the data of formal investigation,and the data are empirically tested by descriptive statistical analysis,independent sample t-test,one-way ANOVA,correlation analysis,confirmatory factor analysis and path analysis.The conclusions of this paper are as follows:(1)The general level of communication willingness of Lao native Chinese learners in class is average.(2)For learners of different genders,ages,academic qualifications,Chinese learning time and first language,their willingness to communicate in Chinese in class is consistent,but there is no significant difference.(3)Classroom management is a significant factor that influences Lao native Chinese learners’ willingness to communicate in class,and there is a significant positive correlation between them.For the influence of Lao native Chinese learners’ communicative intention in class,classroom atmosphere management>teaching management>discipline management.Finally,according to the results of empirical data analysis,the author believes that strategies can be formulated from three aspects:discipline management,teaching management,and classroom atmosphere management to cultivate and improve Lao native Chinese learners’ willingness to communicate in class.In terms of discipline management,the classroom rules are divided into four parts:universal rules,sociability rules,consequences for violations and reward rules,following the principle of teacher-student co-construction.Promote the quality of self-discipline and self-management of learners in the classroom.In terms of instructional management,instruction is planned around the goal of developing learners’ language communication skills,and interactive language tasks are established to guide learners in cooperative learning.In classroom climate management,emphasize the power of praise and encourage to give students more emotional care and fostering a growth mindset for learners in classroom management.Compared with previous studies,this paper explores and verifies the influence of classroom management on Chinese learners’communicative intention in class from three dimensions:discipline management,teaching management and classroom atmosphere management.This paper pays great attention to the fit between the measurement tools and the subjects,and uses more complex data analysis techniques to test the reliability and validity of the measurement tools.In this paper,procedural and quantitative analysis methods are adopted,and scientific statistical analysis techniques are used to improve the refinement and accuracy of research.It is hoped that this study will improve the understanding of the interaction between classroom management and Chinese communicative intention,provide technical analysis and experience for future research on Chinese communicative intention,and enrich the research results on Chinese as a second language acquisition for overseas learners,especially the nationalized research results on Chinese communicative intention.