Abstract
Language learning anxiety is an important factor in the process of acquisition of Chinese as a foreign language and related empirical studies on schoolchildren of this issue is deficient. Furthermore, research in anxiety of African schoolchildren learning Chinese as a foreign language is particularly rare and needed to carry on. The present study is the first study conducting an empirical investigation on 613 Chinese learners from 13 primary schools in Mauritius and collected 385 valid questionnaires. By applying statistical software such as SPSS and AMOS, we examined the interdependency between Chinese learning anxiety and classroom learning environment and analyzed the potential impact of learning anxiety on the learning willingness and learning achievement as well.
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