柬埔寨大学生汉语学习焦虑实证研究
本研究以杜昕（2019）改善后的二语焦虑量表为基础制成“汉语学习焦虑量表”，并采用定量和定性相结合的研究方法，旨在确定导致柬埔寨大学生在汉语学习过程中产生焦虑的主要维度来源及具体引发因素。研究结果表明交流焦虑是学生产生焦虑的主要来源，而诱发他们焦虑的具体因素有自身因素，教师因素和外部因素。
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