汉语学习者阅读焦虑调查研究
A Survey Study on Chinese Language Learners’ Reading Anxiety

人本主义教育家马斯洛和罗杰斯，非常重视教学中的情感因素，马斯洛在其需求层次理论中提出人类的情感需求，之后对于情感因素的研究和探索越来越多，而焦虑作为一种普遍的情感因素，将对学习者的语言学习过程产生深远的影响。为了探究了汉语学习者的阅读焦虑状况和具体原因，在梳理和总结前人调查研究结果的基础上，以量化研究为主并结合定性研究的方法，对217名云南大学和29名比利时列日孔院的被试进行了调查研究。调查结果显示：第一，将近85%的被试存在中高程度的阅读焦虑；第二，在个体因素对汉语阅读焦虑的影响中发现，年龄、年级、国籍、性别、专业、HSK水平和汉语学习时长对汉语阅读焦虑具有显著影响；每周的汉语阅读时长在不同维度上存在显著影响；第三，欧美学生的汉语阅读焦虑显著低于东南亚学生；第四，严重的字词障碍、缺乏汉语阅读自信、限时阅读、过高的成绩期望值、教学方式的改变(线上教学)、背景文化和知识的不足与陌生、与文本有关的语法、修辞手法、不熟悉的话题是造成汉语阅读焦虑的主要因素；第五，线上教学，会因为脱离目的语环境和网络状况的影响，导致整体汉语水平和阅读能力的下降，从而形成学习者更加严重的焦虑情绪。
Humanistic educators, Maslow and Rogers, placed great emphasis on the emotional component of teaching and learning. Maslow introduced the emotional needs of humans in his hierarchy of needs theory. Since then there has been an increasing amount of research and exploration of emotional factors. While anxiety as a universal emotional factor, it will have a profound impact on learners’ language learning process. In order to explore the situation of Chinese learners’ reading anxiety and their specific causes, on the basis of sorting out and summarizing the results of previous research studies, a quantitative research-based and combined with a qualitative research method. A survey study was conducted on 217 subjects from Yunnan University and 29 subjects from Confucius In-stitutes, University of Liege. The results of the survey showed that: firstly, nearly 85% of the partic-ipants had moderate to high levels of reading anxiety. Secondly, the influence of individual factors on Chinese reading anxiety was found that age, grade, nationality, gender, major, HSK level and length of Chinese language study had significant effects on Chinese reading anxiety. The number of hours of Chinese reading per week had significant effects on different dimensions. Thirdly, Europe-an and American students had significantly lower Chinese reading anxiety than Southeast Asian students. Fourthly, the main factors causing Chinese reading anxiety include severe vocabulary barriers, lack of confidence in Chinese reading, time-limited reading, excessively high expectations for grades, changes in teaching methods (such as online instruction), insufficient familiarity with background culture and knowledge, unfamiliarity with grammar and rhetorical devices related to the text, and unfamiliarity with the topic at hand. Fifthly, online teaching can be influenced by de-tachment from the target language environment and the state of the internet. It leads to a decline in overall Chinese language proficiency and reading ability. This creates more severe anxiety in learn-ers.