目前國內針對語言焦慮的相關研究相當有限，對外國學生華語學習焦慮的研究更待開啟。基於此，本研究以問卷調查法為主，以認識焦慮這一情感因素對華語學習者所產生的影響為目的，分別探究華語學習者的學習焦慮程度、不同個體因素對焦慮程度的影響、學習焦慮產生的原因，和華語學習者對學習焦慮的因應方式共四方面的問題。根據問卷結果，透過個別訪談，結合資深華語教師們的教學實務經驗，做出最終的教學建議。
研究結果顯示：一、華語學習者在學習華語的過程中多少都感到一定程度的焦慮，近三分之二的學習者其焦慮程度在中、高度焦慮以上。二、華語學習者的焦慮程度受性別、年齡、學習華語的時間與個人期望值的影響較大，受國籍的影響並不大。三、對不同焦慮程度的學習者來說，引起焦慮的原因不盡相同，舉凡師生之間的交流、因華語本身的特點而引發的學習困難等都可能構成焦慮的原因，其中國語中心的成就測驗最讓多數學習者感到焦慮。四、學習者之間各有不同的因應焦慮方式，每天預習和複習所學內容、藉由與同學聊天交換學習經驗、安排旅行、運動等其他輕鬆的活動減輕學習的焦慮等都算是成熟積極的方式且被最多學生所採用；最不常用的如逃避教師目光、找藉口請假不上課等逃避的方式。
針對上述發現，我們提出了三點建議：一、體察個體因素，針對不同性別、國籍、年齡、語言程度學習者，彈性調整教學策略。二、增加課堂互動、播放音樂、適度糾錯、注意教學言行與因材施教有助於減輕學習壓力並且營造輕鬆氣氛。三、向學習者闡釋學習焦慮普遍存在的事實，同時導正他們對於學習的錯誤觀點，正視並且共同解決學習焦慮的問題。

So far, the studies on language anxiety in the domain of teaching Chinese as a second language are not deep-going and all-sided enough. It is owing to this, the research adopts questionnaire method to better understand about anxiety and the students’ difficulties and problems in learning Chinese as a second language. With this in mind, the study focuses on four aspects, involving students’ different levels of Chinese learning anxiety, the effects of individual differences on anxiety levels, the causes and the coping ways of Chinese learning anxieties. Based on the results of questionnaire studies, the interviewing method is also adopted to help provide some useful suggestions to teachers.
The results show that firstly, students are more or less interfered with Chinese learning anxiety. To be more specific, about two third students are distracted by intermediate or strong Chinese learning anxiety. Secondly, the levels of students’ anxiety are influenced by different genders, ages, hours of having learned Chinese and expectations of Chinese ability. Thirdly, students’ Chinese learning anxieties can be caused by many sources, such as the interaction between teachers and students, the difficulty of Chinese itself owning to its uniqueness and so on. Among the varieties of sources, the achievement test administered by NTNU is the most important source of students’ anxieties. Finally, most coping ways used by students as mature, positive ones such as preview and review the material, exchange learning experience with classmates, decrease Chinese learning anxiety via travel and sports. In contrast, the immature and negative coping ways are rarely used by students such as avoid eye contact with teachers, think of excuses to be absent.
Based on the above findings, the research leads to three suggestions. Firstly, the teachers should be aware of students’ individual differences like genders, ages, nationalities, Chinese language ability, etc., so that they can adjust teaching strategies. Secondly, the active classroom interaction, the relaxed music, the appropriate ways of correcting students’ errors, the teachers’ ways of teach and act and the flexible teaching ways to different students act to diminish the stress of the learning context and to create a secure classroom atmosphere for students. Thirdly, it is teachers’ responsibility to interpret the language anxiety exists in all stages of learning Chinese, to let students be aware of it and to help them modify some incorrect points of views regarding Chinese language learning. Only after diagnosing anxious behavior, language teachers can enable students to reduce it and deal effectively with language anxiety when learning Chinese.

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