Chinese language anxiety in classroom learning for international students in China: teachers factor

In: Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, Band 28, Heft 2, S. 174-179

Abstract

This paper discusses the influence of teachers' teaching ideas and classroom activities design on international students' Chinese learning anxiety. The study found that Chinese teachers classroom management and communication style are the main factors causing anxiety of international students in classroom learning. Chinese teachers' improper error correction methods, ignorance of cultural and cognitive style differences in learning activities have also made international students feel so stressed in classroom learning that they were reluctant to participate in classroom activities. The author suggests that Chinese teachers should enhance their sensitivity to cross-cultural communication by way of facing up to international students' language learning anxiety and taking cultural and cognitive style differences into fully consideration in their language teaching planning. The author also suggests adopting teaching strategies such as group activities and delaying error correction to provide appropriate academic support to reduce international students' anxiety, stress and frustration in Chinese language learning.