Since the emphasis on the learner during the education process recently, the study on how affective factors of learner effect the foreign language learning is increasing. Among the affective factors, the study about the effect of anxiety, especially t...
Since the emphasis on the learner during the education process recently, the study on how affective factors of learner effect the foreign language learning is increasing. Among the affective factors, the study about the effect of anxiety, especially the effect of communication on listening and oral language learning is experiencing a widely developing. However, comparing to this tendency, the researches on how anxiety affect reading process, especially on the Korean language reading are relatively limited. In order to ensure the success of reading process, a proper reading strategy is necessary. However as the appropriate could facilitate the reading process, improper utilization of reading strategy could also has a negative effect. Such researches especially on how these factors working on Chinese learners have a very limited quantity, although the studies on the influence of anxiety which is one of the affective factors on the reading process have already been existed. Thus in my I will mainly discuss whether Chinese language (Mandarin) learner will have the sense of anxiety. If yes what are the factors incur such sense and does this sense will be vary on different entities. After these discussion, I will explore what is the main strategy applied by Chinese learner during the Korean language study. Will these strategies tend to vary since utilized by different learners. Whether the learners will influenced by the anxiety. In the last part I will analyze the utilization of reading strategies.
This collects 111 objects who studying in one university of Liaoning with the major of Chinese language. The system of research in this is FLRS which developed by Saito, Horwitz & Garza(1999）and SORS survey which developed by Mokhtari & Sheorey(2000）. This tends to research the learners’ reading anxiety and strategy according to their personal variables such as studying period and reading ability. And by the analyzing the body temperature, give the final conclusion.
1, the research result of first question, which is whether the Chinese Korean language learner will feel anxiety, if yes what are the factors incur such anxiety. Will there be different as the different personalities.
After analyzing on the objects, It is confirmed that the Chinese Korean language learner will have anxiety. This anxiety mainly caused by unfamiliar theme unfamiliar form of language, negative attitude and lack of confidence during the foreign language reading, and unfamiliar culture.
The differences of studying time in some extent cause the variation of anxiety. Namely, the learners have less time of Korean language studying tend to have more anxiety than the learners have more time of studying. In the sample we find that the group of learners who have learned Korean language less than one year will have more anxiety than the group whose learning time is more than one year. Furthermore by analyzing the sample the anxiety also varies since the differences of reading ability. For example in one group with the same studying time the anxiety also varies. The person who have relative high reading ability tends to have less anxiety and the person who have insufficient reading ability will be more likely to have more anxiety.
2, the result of question two, “The reading strategies adopted by Chinese Korean language learners and whether these strategies will vary based on the differences of learners’ personalities.”
First of all, according to the analysis of sample, Chinese Korean language learners will adopt reading strategies frequently. Among these strategies, problem-solving reading strategy is the most utilized one, and the second one is Global readier strategy. Support reading strategy has a relatively lower frequency. Besides these, by analyzing the relationship between studying time and strategy adopted by objects, it is indicate that the learner with different learning time will tend to choose different reading strategy. For example, the learner with less than one year learning time will choose more variety and lively reading strategy than the learner with more than one year learning time. However when comes to the relationship between reading ability and reading strategies, according to the data, the adoption of strategies does not have obvious connection between reading ability. For example, in the sample, Chinese Korean language learners will choose the almost the same reading strategy under different reading abilities. For the group with more than one year learning time, their choice will be much more similar while for the group with less than one year group the learner with lower reading ability will be more likely to utilize multiple reading strategies.
3, research result of question 3, “whether reading anxiety will affect the selection of reading strategies. First of all, in general, the utilization of reading strategies have negative relationship between reading anxiety. To be more specific, the more anxiety the learner feel, the less strategies they can choose, and the strategy itself even become simple. This phenomenon varies when the learners have different learning times. For example, the learners with more than one year and less than two years learning time the anxiety will have neutral effect on the selection of reading strategy. However, the learners with less than one year learning time will have a positive relationship between anxiety and selection of reading strategies. Furthermore by analyzing the sample it is find out that the reading strategies and anxiety have negative relationship when learners have negative attitude or lack confidence on Korean language studying. To be more specific, when learners feel anxiety especially results from unfamiliar culture will encourage them adopt different reading strategies, however when such anxiety comes from negative attitude and lack of confidence the learners tends to choose less reading strategies. In addition, the sample also indicate that among the learners with insufficient reading ability, anxiety tends to have insignificant relationship between reading strategies adoption. While to the learners have normal or higher reading ability, the anxiety will deduct the utilization of reading strategy.
This research have several defects such as the incapable of finding learners with two years learning time in China thus can’t analyze the relationship between anxiety and reading strategy in this group. Furthermore since there is no Korean language standard among Chinese Korean language learner which accepted by public, we can’t distinguish the learner by the Korean language proficiency. However, the difference between the consequence of the reading anxiety and reading strategy research and the reading anxiety and reading strategy research and the reading anxiety and the reading strategy which influenced by the learners' personality has a positive significance on the basic materials which provided by learners in the future reading lessons.
，韩语论文范文，韩语论文范文 |
