Anxiety in learning Chinese - the second foreign language of students majoring in English Language (Case of Academy of Journalism and Communication)

Abstract

This article focuses on the issue of anxiety in the process of learning Chinese as a second foreign language of English Language students at Academy of Journalism and Communication. The study used a survey method to collect data from a group of students, aiming to identify the main factors causing anxiety and its impact on academic performance. The results show that there is a strong relationship between anxiety and students' Chinese learning performance. Key factors that cause anxiety include fear of mispronunciation, pressure from personal and family expectations, and difficulty understanding and remembering new vocabulary. Research also shows that teacher support and group learning activities can reduce students' feelings of anxiety. Based on these findings, the article proposes some anxiety reduction strategies to improve learning outcomes and enhance students' confidence when learning Chinese. These strategies include increasing classroom interaction, using game-based teaching methods, and increasing psychological support for students. This research contributes to a deeper understanding of the challenges of foreign language learning and suggests more effective educational methods.