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思茅三中英语学习焦虑调查研究

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姓名：杨 涛

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学号：2007061121

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指导教师姓名：     谢  洪  福  

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职        称：     讲      师   

单        位：     外国语学院   

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专 业 名 称 ：     英 语 教 育  

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申请学位级别：     学       士  

论文提交日期：     2011 年5 月   

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学位授予单位：     某某师范学院  

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二○一一年五月

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A Survey on English Learning Anxiety

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In Simao No.3 Middle School

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Yang Tao

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Supervisor

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Xie Hongfu

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A Thesis Submitted as a

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Partial Fulfillment for the Degree of

B.A. in English

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SCHOOL OF FOREIGN LANHUAHES

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YUXI NOMAL UNIVERSITY

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May, 2011

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Statement of the Authorship

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Except where reference is made in the text ofthe thesis, this thesis contains no material published elsewhere or extractedin whole or part from a thesis presented by me for another degree or diploma.

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No other person’s work has been used without dueacknowledgement in the main text of the thesis.

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This thesis has not been submitted for the awardof any other degree or diploma in any tertiary institution.

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                                                 Signed:

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Acknowledgements

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   Firstly, I am greatly indebted to mythesis supervisor Xie Hongfu who has given me a lot of advice and spent muchtime reading and correcting the thesis. I wish to take this opportunity here tothank him. Without his patient assistance and friendly encouragement, it wouldnot be possible for me to complete this thesis in such short period of timewithout reducing its scholarly quality.

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Secondly,my special thanks should also go to my thesis course teacher Mrs. Liu Yun who has introduced me much knowledge about how to write abachelor thesis.

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Thirdly, I would also take this opportunity to thank Professor ZhuLiyong, my teacher of English Language Teaching course, who has involved memany good theories and methods of English teaching.

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 Fourthly, I want to express my heartfeltthanks to my roommates and my dear friends who gave me a lot of encouragementand help during my thesis writing.

Lastbut not least, I owe a lot to my dear parents and sister for the support,kindness, encouragement, and understanding they have given to me for many years.

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Abstract

Anxiety is one of the affective factors thatmost pervasively obstruct the learning process. So how to reduce students’language anxiety in English teaching is an urgent and important issue. This Thesiswas based on the questionnaire and class observation to study the current situation of communicationapprehension, test anxiety and fear of negative evaluation during students’English learning. At the same time, by the questionnaire and interview, thisthesis studied the current circumstance of English teaching. The study showthat high level of communication apprehension, test anxiety and fear of negativeevaluation exist in students, in which communication apprehension ranks first;teachers realize the importance of language anxiety on English learning, but inthe real teaching they don’t take appropriate measures to reduce students’anxiety. At last, based on the findings, this thesis put forward somesuggestions in terms of teaching and learning to reduce students’ anxiety.

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Key words: anxiety; English teaching; English learning; suggestions

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摘 要

焦虑是对英语学习具有巨大负面影响的情感因素之一。因此，如何减轻语言学习焦虑在英语教学中是一个迫切而且重要的问题。本文通过问卷调查和观察法，研究学生在英语学习过程中交际焦虑，考试焦虑及负评价焦虑的现状。本文同时以问卷调查和访谈的方式研究了思茅三中英语教学的情况。研究显示，学生存在着较高交际、考试和负评价焦虑，其中交际焦虑最为严重；英语教师已经认识到焦虑对英语学习的重要性，但在实际教学中，他们还没有采取适当的措施减轻学生的焦虑。最后，针对研究发现，作者从教和学的角度提出了一些帮助学生减轻焦虑的建议。

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关键词：焦虑；英语教学；英语学习；建议

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Contents

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Statement of the Authorship……………………………………………………………….....i

Acknowledgements…………………………………………………………………………...ii

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Abstract……………………………………………………………………………………....iii

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摘要……...................................................................................................................................iv

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1. Introduction………………………………………………………………………….…….1

1.1 The Background of theStudy…....................................................................................1

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1.2 The Significance of theStudy………………………………………………………...1

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1.3 The Research Questions………………………………………………………………2

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2. Literature Review……………………………………………………………………….….2

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2.1 Related Theories………………………………………………………………………2

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2.1.1 Affective Factors and English Learning………………………………………...2

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2.1.2 Related AnxietyResearches ……………………………………………………3

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2.2 Descriptions of Anxiety…………………………..…………………………………..3

2.2.1Definitions of Anxiety…………………………………………………………..3

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   2.2.2 Types of Anxiety………………………………………………………………..4

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    2.2.3 PossibleCause of Anxiety……………………………………………………....5   

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3. Research Design……………………………………………………………………………6

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3.1 Subjects ………………………………………………………………………………6

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3.2 Research Instrument……………………………………………………….…………6

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3.2.1The First Questionnaire………………………………………………….……...6       

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3.2.2Class Observation………………………………………………………………7

3.2.3The Second Questionnaire ……………………………………….……………. 7

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3.2.4Interview………………………………………………………………………...7

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3.3 DataCollection Procedures…………………………………………………………...8

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4. Analysis and Findings……………………………………………………………………...8

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4.1 The Analysis of the Study…………………………………………………………….8      

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4.1.1The Analysis of the Current Situationof Anxiety………………………………8

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4.1.2The Analysis of Class Observation……………………………………………11

4.1.3The Analysis of What Teachers Actually Do in the Classroom……………….11

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4.1.4The Analysis of Interview……………………………………………………..12

4.2 Findings of the Study……………………………………………………………......12 

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4.2.1 HighLevel of Anxiety Exists in Students……………………………………..12

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4.2.2Students Show theHighest Communication Apprehension…………………..13

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4.2.3Being Afraid of Making Mistakes is the Main Reason Causing Anxiety……..13

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4.2.4 Teachersdon’t Take Appropriate Measures to Reduce Students’ Anxiety…….13

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5. Suggestions to Reduce English Learning Anxiety………………………………………14

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5.1Suggestions for Teachers …………………………………………………… ……..14

5.1.1 BeingAware of English Learning Anxiety……………………………………14  

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5.1.2Changing Classroom Activity…………………………………………………14       

5.1.3 ModifyingTeaching According to Students’ Need…………………………...15  

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5.2Suggestions for Students…………………………………………………………….15

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    5.2.1Learning How to Learn Independently………………………………………..15

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5.2.2 Active in Learning Activities………………………………………………….16

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6. Conclusion and theLimitations………………………………………………………….16

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6.1 Conclusion…………………………………………………………………………..16

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6.2The Limitations……………………………………………………………………...17

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References…………………………………………………………………………………....18

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Appendix 1 …………………………………………………………………………………..20

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Appendix 2…………………………………………………………………………………...22

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Appendix 3…………………………………………………………………………………...24

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List of Figures and Tables

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Table 1: students’ attitude towards English learning

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Table2: communication apprehension

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Table3: test anxiety

Table4: fear of negative evaluation

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1 Introduction

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1.1 The Background of the Study

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Inthe second language learning, many factors can hinder learners from masteringthe second language proficiently, in which anxiety plays a very important role.“Anxiety can prevent learners from bringingtheir potentials into play and affect learning results. A learner withhigh anxiety would probably be afraid of learning a foreign language, evenworse, escape the opportunity of learning, which will result in the higheranxiety”（Net 1）. It is very difficult toget rid of this vicious circle.

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In 2001, Ministry of Education issued the English CurriculumCriterion, which placed great emphasis on students’ emotional elements inEnglish teaching and learning. “In China, Englishlearning takes place mainly in the classroom and language is mastered mainlythrough formal instructions. Most students with English learning anxiety don’tlike this course because they often experience frustration, anxiety and embarrassment”（Net 1）.If teachers don’t take appropriate measures to help students reduce to theexperience of anxiety, the English learning process and proficiency will beaffected seriously.

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1.2 TheSignificance of the Study

ResearchingEnglish learning anxiety not only can provide theory foundation for teachers tohelp students reduce anxiety, but also can promote students’ learning interestand motivation so that they can gain better language achievement. The authorhopes that the study can make a bit of contribution to the teachers’ teachingand students’ learning as the following two ways:

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1) It will give teachers some appropriate teaching suggestions to helpstudents to reduce anxiety during English teaching. 

2) It will provide some effective learning suggestions for students to improvetheir English learning proficiency.

1.3 TheResearch Questions

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Thisthesis was conducted on the followingresearch questions:

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1) What’s the current situation of communication apprehension,test anxiety and fear of negative evaluation during English learning?

2) What do teachers think they actually do in theclassroom themselves?

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3)What are some suggestions for reducing English learning anxiety?

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2 LiteratureReview

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2.1 RelatedTheories

2.1.1 TheAffective Factors and English Learning

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Inthe Stephen Krashen’s theory of second language acquisition, the AffectiveFilter Hypothesis proposes that a mental block caused by affective or emotionalfactors can prevent input from reaching the student’s language acquisitiondevice. The affective filter hypothesis advocates that affective variables likeself-confidence and anxiety play important roles in language acquisition whenthe filter is up——that is, when negative emotional factors are in play——language acquisitionsuffers, when the filter is down, it benefits.

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Krashen(1981)claimsthat learners with high motivation, self-confidence, a good self-image, and alow level of anxiety are better equipped with success in second languageacquisition. Low motivation, low self-esteem, and debilitating anxiety raise theaffective filter and form a ‘mental block’ that prevents comprehensible inputfrom being used for acquisition.

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Arnold（2000）considers affect asaspects of emotion, feeling , mood or attitude has a direct effect on learningbehavior. There are two kinds of affective factors: the positive affective factors, such as interest, motivation, attitude,self-esteem and confidence, can contribute to bringing learner’s learning potentialsinto play, and improving learning efficiency; on the contrary, the negative affectivefactors, such as anxiety, inhibition, timidity, tension, and disappointment, influencelearning efficiency and affect learning achievements.   When teachers deal with the affectivefactors of language learners, attention needs to be given both to how we canovercome problems created by negative emotions and to how we can create and usemore positive, facilitative emotions.

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2.1.2 RelatedAnxiety Researches

In recent decades, a largeamount of studies concerning English learning anxiety have been conducted. Forinstance, many researchers studied the relationship between anxiety and Englishlistening, speaking, reading and writing. Many researchers believe that anxietyis negatively associated with language learning outcomes and they insist thatreducing anxiety should enhance learners’ motivation and improve their foreignlanguage learning.

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Butvery few studies have been made into providing suggestions which reduce anxietyin terms of teaching and learning. This thesis will put out some usefulsuggestions based on the findings to help students reduce English learninganxiety.

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2.2Descriptions of Anxiety

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2.2.1 Definitionsof Anxiety

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Researchon anxiety is a very hot area all the time. But there has been no universally agreeddefinition to this concept at present. Generally speaking, “anxiety is anunpleasant emotional state or condition which is characterized by subjectivefeelings of tension, apprehension and worry, and by activation or arousal ofthe autonomic nervous system”（Horwitz and Cope 1986).

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Inaddition, Arnold(2000) holds that anxiety is quite possibly the affective factor that mostpervasively obstructs the learning process. It is associated with negativefeelings such as uneasiness, frustration, self-doubt, apprehension and tension.

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Tosum up, Eysenck(1979) believes the feelings of fear and nervousness areintimately connected to . Anxiety wastes energy that should be used for memoryand processing on a type of thinking. So when anxiety is present in theclassroom, there is a down-spiraling effect. Anxiety makes us nervous andafraid and thus contributes to poor performance; this in return creates evenmore anxiety and worse performance.

2.2.2 Types of Anxiety

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Spielberger(1979) classifies anxiety into trait anxiety,state anxiety and situation-specific anxiety. Trait anxiety is an individual’s likelihoodof becoming anxious in any situation, and it is a long-term intrinsiccharacteristic. State anxiety is a kind of passive state of anxiety, which is atemporary phenomenon, caused by a particular scene, generally inlanguage-specific set. Situation-specific may be either facilitative ordebilitative aroused by a particular type situation.

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Whilein the classroom context, there are different types of anxiety performed bylearners as Brown (1994) expressed:

Communicationapprehension is a specific example of state anxiety. It indicates when studentsare aware that they can’t express freely with foreign languages, and they can’tunderstand what other people say, they produce anxiety, the worst case isavoiding communication or withdrawing from communication. It includes speechanxiety, shyness, stage fright, and communication embarrassment (Aida, 1994).

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Test anxiety is the tendency to become alarmed about theconsequence of inadequate performance on a test or other evaluation, regardlessof whether the fear is realistic or not (Sarason, 1984). Students with testanxiety frequently experience cognitive interference (Sarason, 1984) and have adifficult time focusing on the task at hand (Aida, 1994).

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The fear of negativeevaluation is defined as apprehension about others’ evaluations, avoidance ofevaluative situations, and the expectation that others would evaluate one negatively(Bailey, 1983).

 This thesis mainly discusses communicationapprehension, test anxiety and fear of negative evaluation.

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2.2.3 Possible Cause ofAnxiety

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Eysenck(1979)assertsthat competitiveness can lead to language anxiety. This happens when languagelearners compare themselves with others or with an idealized self-image, whichthey can rarely attain.

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Sparks (1997)believes that anxiety generates in the difficulties encountered in languagelearning.

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    Many researchers relatelanguage anxiety to instructor-learner interactions (Horwitz et al, 1986).Harsh errors correction, ridicule and the uncomfortable handling of mistakes infront of a class are among the most important instructor-learner interactionissues related to language anxiety.

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Test failure can cause anxiety. Students have experienced many failures,only focusing on the experience of failure during English learning. Therefore, duringthe test, students often produce negative thought which isn’t related to theirtest（Aida,1994）.

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Horwitz（1986）reports that fear ofnegative evaluation is one of the main sources of anxiety. Evaluation refers toboth the academic and personal evaluations on the basis of learner’sperformance and competence in the target language.

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3 ResearchDesign

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3.1 Subjects

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Thesubjects involved in the study were 100 junior students and 10 English teachersin Simao No.3 Middle School, Yunnan Province. They had been chosen randomly. All the subjectswere native speakers of Chinese.

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3.2 Research Instrument

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3.2.1 The First Questionnaire

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Questionnairewhich was constructed is a modified questionnaire by the author based onForeign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz, etc. in1986. It has 21 questions about communication apprehension, test anxiety andfear of negative evaluation. The study focuses on the present scale of communicationapprehension, test anxiety and fear of negative evaluation during Englishlearning in Simao No.3 Middle School, Yunnan Province. The subjects are requiredto choose one answer from five choices ranging from (a) strongly disagree=SD  (b) disagree=D  (c) neither agree nor disagree =NAND   (d) agree =A  (e) strongly agree=SA

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3.2.2 Class Observation

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 The author observed 10 English lessonstaught by 10 different teachers. The author mainly wrote down students’reaction and performance that could be seen or found in English class. Theobjective of class observation is getting more objectives and more realinformation about students’ anxiety.

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3.2.3 The Second Questionnaire

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Thesecond questionnaire concentrates on what do teachers think they actually do inthe classroom. The questionnaire covers a wide range from effective attitudesto teaching behaviors in the classroom. The objective of the questionnaires is weatherteachers pay attention to English learning anxiety and take appropriatemeasures to reduce anxiety. The subjects are required to choose one answer fromtwo choices ranging from (a) True to (b) Not True.

3.2.4 Interview

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Afterthat, these ten teachers were interviewed .The interview continues to concentrateon teachers’ opinions on students’ English learning anxiety. The objective ofthe interview is gaining some feedback from teachers directly to constructa friendly and relaxing class atmosphere. It includes the following threequestions:

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1) What kind of anxiety do you find in your students?In what way do you think the anxiety will affect English learning?

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2) Can you explain why students have anxiety inEnglish learning?

3) Do you wonder how students match your teaching inEnglish class?

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3.3 DataCollection Procedures

Theauthor distributed 100 questionnaires to students at random and collected them backtotally. Before asking students to complete the questionnaire, they wereassured that their answers remained anonymous. They were told to be as accurateand honest as possible since the success of the investigation depended upontheir answers. At the same time, the author handed out 10 questionnaires to 10English teachers, and collected them back totally.

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4 Analysis andFindings

4.1 TheAnalysis of the Study

4.1.1 The Analysis of the Current Situation of Anxiety 

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Aftercollecting the data of the questionnaires, the author calculated the percentageof each item. The results obtained from the investigation would be reported inthe following tables.

Table 1 students’ attitude towards English learning

items                               

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SD %

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D

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%

NAND

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%

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A

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%

SA

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%

1. I often feel like not going to my English class.

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37

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25

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6

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15

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17

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2. When I’m on my way to English class, I feel very sure and relaxed.

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35

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10

8

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24

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23

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3. I feel more tense and nervous in my English class than in my other classes.

19

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6

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3

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35

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37

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21. I don’t feel pressure to learn English well

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21

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26

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5

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23

25

Item 1, 2, 3 and 21 present the students’ attitude towardsEnglish learning. Among these items, 37% of students feel more tense andnervous in their English class than in their other classes; 15% of students oftenfeel like not going to their English. It is surprised that only 25% of studentsdon’t feel pressure to learn English well.

Table 2communication apprehension

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items

SD%

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D%

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NAND%

A%

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SA%

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6. I am happy to be asked to answer questions in English

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44

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21

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13

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9

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13

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7. I can feel my heart pounding when I’m going to be called on in English class

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31

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13

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5

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27

24

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8. I get nervous and confused when I am speaking in my English class

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36

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8

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8

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21

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27

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9. I feel very self-conscious about speaking English in front of other students

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28

28

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17

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13

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14

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10. Even if I am well prepared for English class, I feel anxious about it

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25

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7

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7

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25

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36

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12. I never dare to raise my hands to answer questions in English class even if I know the answer

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24

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23

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11

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19

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23

13. I feel very frightened if I make mistakes when answer questions in front of the whole class

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5

14

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6

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30

45

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20. I want to answer questions in English, but I am afraid that other students will laugh at me

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9

16

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4

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31

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40

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Item 6,7,8,9,10,12,13 and 20 present the students’communication apprehension .Among these items, 45% of students feel veryfrightened if they make mistakes when answer questions in front of the wholeclass, which is the highest item; 31% of students want to answer questions inEnglish, but they are afraid that other students will laugh at them. The secondlowest percentage is “I feel very self-conscious about speaking English infront of other students”, only14% of students strongly agrees. The lowestpercentage is “I am happy to be asked to answer questions in English”, only 11%of students strongly agree. Therefore, we can see communication apprehension isthe most serious one.

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Table 3 test anxiety

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items

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SD%

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D%

NAND%

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A%

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SA%

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5.After English test, I always feel depressed and unhappy

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31

10

5

21

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33

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16. I don’t feel pressure about English tests

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17

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17

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9

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21

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36

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17. I am worried about the consequences of failing my English test

11

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10

7

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35

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37

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18. During English tests, I’m so nervous that I forget the knowledge I know

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23

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18

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16

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16

27

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 Item 5,16,17,18 and 23 present thestudents’ test anxiety, among these items, 35% of students worried about theconsequences of failing their English test. 33% of students think that afterEnglish test, they always feel depressed and unhappy. 17% of students don’tfeel pressure about English tests.

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Table4 fear of negative evaluation

items

SD%

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D%

NAND%

A%

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SA%

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4. I always worry about what impression I give classmates or teachers.

16

13

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16

26

29

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11. I think I take the evaluation made by others about me to heart.

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30

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24

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18

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15

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21

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14. I don’t feel disturb the evaluation made by others about me.

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29

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16

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16

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21

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18

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15. In English class, I’m afraid that other students notice my shortcoming.

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20

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10

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19

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23

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28

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19. I am afraid that my teacher is ready to correct every mistake I make

11

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19

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5

29

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Item4, 11, 14, 15 and 19 present the students’ anxiety of fear of negativeevaluation. Among these items, the highest percentage is “I always worry aboutwhat impression I give classmates or teachers”, 29% of students strongly agree.The second highest percentage is “In English class, I’m afraid that otherstudents notice my shortcoming”, 28% of students agree. The lowest percentageis “I don’t feel disturb the evaluation made by others about me”, only 18% ofstudents strongly agree.

4.1.2 TheAnalysis of Class Observation

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Byclass observation, it was found that most students showed high communication apprehensionin English class. The typical phenomenon was that when teachers were presentingnew knowledge, students were very active in responding. The class atmospherewas also active and relaxing. But when teachers asked students to practice anew drill or dialogue by pair work, students immediately lowered their headsand the classroom became quiet quickly. Students were hardly willing to performvoluntarily. After teacher’s encouragement, only a few students who frequentlyanswer questions raised hands to perform.

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4.1.3 The Analysis of What Teachers Actually Do in the Classroom

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Fromthe second questionnaire, it was found that the majority of the teachers seemedto do everything to satisfy students’ affective needs .They feel students’anxiety in English class（100% Item 1）, give students opportunities to ask questions(100% Item 5) , publicizethe test results(0 Item 12) and try to make students happy and secure(70% Item2), as well as encourage students more than criticizing them(80% Item 9).

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Somemajor differences concerning the classroom activities were found. They try todesign motivating activities(40% Item 3) , make students enjoying learningactivities(30% Item 4), create equal opportunities for students’ participation(40%Item 11), try to get feedback from my students about my teaching(70% Item 18) andlet students often work in pairs/groups（40% Item 16）, as well as let studentsdo a lot of reading aloud in class(40% Item 17).

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Someoverwhelming differences of the teaching behaviors were found. They allowstudents to express their own ideas(30% Item 6), vary  teaching to meet different needs（20% Item 7）, modify teachingaccording to students’ need(30% Item 8),try to help slow learners whenever they can（40% Item 10）and try to involve studentsin making plan（30% Item 13）, try to involve studentsin self-assessment(20% Item 14), as well as value very much test results(40%  Item 15).

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4.1.4 TheAnalysis of Interview

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Mostteachers say that communication apprehension is the most common anxiety. Moststudents are afraid of making mistakes in front of the whole class, so they arefear of speaking English in public. Though some students know the correctanswers, because of lacking of confidence and courage, they also feel nervouswhen they speak English. Anxiety makes students lose confidence and avoidlearning opportunity. Most teachers wish their students to finish homework on time,be active in thinking, and know how to learn independently.

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4.2 Findingsof the Study

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4.2.1 High Levelof Anxiety Exists in Students

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Accordingto the date presented above and class observation, we can see that moststudents have high level of anxiety in English learning. Some students admitthat even if they are well prepared for English class, they feel anxious about it.During English tests, many students are so nervous that they forget theknowledge they know. Half of them worry about the consequences of failing Englishtest. More than half of students always worry about what they will impress classmatesor teachers.

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4.2.2 StudentsShow theHighest Communication Apprehension

Communicationapprehension ranks first in the study. Most ofthe students often show high tension when they are asked to perform in English.Some students can’t pronounce words correctly, so they aren’t willing to openmouth. Some students can speak English very well, but they haven’t confidenceand courage to speak in front of class. So they are afraid of communicatingwith others in English. Gradually, their spoken English will not be improved.

4.2.3 Being Afraid of Making Mistakes is the Main Reason CausingAnxiety

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According to the study, anxiety generates inthe difficulties encountered in language learning. Test failure can causeanxiety. When students can’t receive teachers’and students’ good evaluation, they feel anxious. The main reasons of anxietyare lacking of self-confidence and fear of making mistakes. They are afraid ofharsh errors correction in front of class and they are fear of being laughed. So most students don’twilling involved in discussion in class. The more they escape, the more they are unwilling toparticipate in conversations or take part in interactions with others. Thismade them fall behind others and they will be more timid and nervous in latedays.

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4.2.4 Teachers Don’t Take Appropriate Measures to Reduce Students’Anxiety

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Wecan see most English teachers are aware of the importance of anxiety and itsrelevance to English learning. In their teaching, they have positive andfriendly attitude towards students, make classbecome happy and secure, and encourage students more than criticizing them. However,some teachers still don’t change their teaching behavior. Some of them never varyteaching to meet different needs and never modify teaching according tostudents’ need, as well as seldom to try to help slow learners.

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5 Suggestions to Reduce English Learning Anxiety

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5.1 Suggestions for Teachers

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5.1.1 First, Being Aware ofEnglish Learning Anxiety

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Awareness may be the first key step in reducing anxiety. “Only whenteachers recognize students’ anxiety will they feel the need to expend theadditional time and effort in dealing with the problem. Thus, students won’t beleft behind with these anxious feelings and fears. This may neither hinder acquisitionof the students, nor threaten the confidence of students” (Net 2). Whenstudents gain awareness that anxiety is a rather common problem in their learning,they would realize that other students may likely have a positive attitude todeal with it. Hence, the communication between teachers and students as well asthose among students can provide chance to keep them closer to each other and createa friendly learning atmosphere.

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5.1.2 Second, Reducing CommunicationApprehension

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Ateacher’s designing teaching activities is an important resource of anxiety, soteachers should design a stress-free activity for students. Only when studentsfeel that they are secure and comfortable in a learning activity, are theywilling to participate and take risks in using new language item. Therefore,classroom activity is a vital part in English class. Teachers shouldconsciously try to provide all kinds of relaxing and highly motivating oraltopics to train the courage of opening mouth, so as to relief fear of speakingbit by bit and reduce anxiety gradually.

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First, the language required in speaking activity should be on anacceptable level. Generally speaking, the level of language needed for adiscussion should be lower than language content that have learnt in the sameclass; it should be easily recalled and produced by the students so that theycan speak fluently.

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Second, do more group or pair work.

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Time is limited in a class, it isn’t possible to give every studentschance to speak. Group work increases the amount of practice and provides moreopportunities to use the language to communicate with each other. Furthermore theuneasiness caused by talking in front of the whole class will reduce. So groupwork or pair work is a good way to develop speaking activity.

Third, give appropriate feedback in a proper way.

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As to when and how to give feedback, there is no definite answer, itlargely depends on the teachers’ experience gained from a long time spent in teaching.However, the basic principle in error correction is to remind students of theirerrors that hinder communication and to ignore the small element that only affects a sentence. Teachers should take students’affect into consideration and try to give positive evaluation on theirperformance. 

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5.1.3 Third, Modifying Teaching According toStudents’ Need

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In one class, students have different English level.Some students accept new knowledge quickly, whereas some students react more slowly.The level of commanding of new knowledge differs greatly. Therefore, during thedesign, arrangement, and implementation of teaching activity, teachers should focuson the students’ need and trying to satisfy students’ differentneeds. If students can catch up with teachers, they will experience less pressure.

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5.2 Suggestions for Students

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5.2.1 Learning How to Learn Independently

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Students must learn how to learn independently and take responsibility fortheir own progress and achievement.

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First, make use of their study hours after school to review what they havelearnt and preview what they are going to learn before class.

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Second, try to solve the problems they accounted by themselves first, andthen ask the help from teachers.

Third, learn to make a learning plan so that they can track their progressand make up their defect.

At last, seek feedback from classmates and teachers so that they can knowtheir advantages and weakness.

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5.2.2 Active in Learning Activities

Nowadays, nearly all English lessons have at least one speaking, readingor writing task or group activity. If they aren’t involved in such activities,they will produce the feeling of depression. As time goes by, they will frightento have class, even hate English class. So they need to take part in learningactivities. Students should understand the factthat native speakers can make mistakes, let along they are the beginners. Sothey need to try and they need to speak out.

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6 Conclusionand the Limitations

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6.1 Conclusion

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Aftera series of analysis, this thesis has acquired some important findings and putsome constructive suggestions.

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First,this thesis found that most students have anxiety in English learning to someextent in No.3 Middle School, Yunnan province,in which communication anxiety ranks first. At the same time, students have comparativelyhigh test anxiety and fear of negative evaluation anxiety.

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Second,this thesis saw that most English teachers realized the harm of anxiety and therelevance to English learning. However, most teachers only stay on theories.They still haven’t changed teaching method to reduce anxiety.

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Finally,the author put some suggestions to teachers and students of middle school toreduce anxiety. The author hopes these suggestions willfunction in English teaching and learning.

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6.2 TheLimitations

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Thestudy has beencarefully designed and the author has put a lot of efforts in the thesis, butsome limitations are still inevitable. Languageanxiety is a complicated problem. Due to the limitations of the author’s professional knowledgeand the perspectives, the depth and width of the study were not so profound andcomplete. This thesis only covers a few aspects of English learning which is influencedby anxiety and only focuses on some types of anxiety.

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Thesubjects of this thesis are narrow, it is hard to show the whole pictureof the English learning anxiety, and the findings can not be generalized togreater language learning population.

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Inthe further studies, the scope of participants can be enlarged; the depth ofthe study can be strengthened so that we can have a better understanding ofEnglish learning anxiety.

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References

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Aida, Y. 1994. Examination of Horwitz, Horwitz and Cope’Construct of Foreign Language Anxiety: The Case of Students of Japanese [J].Modern Language Journal .

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Arnold, J. 2000. Affect in Language Learning[M]. Beijing: Foreign LanguageTeaching and Research Press.

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Bailey, K.M.1983. Competitiveness and Anxiety in Adult SecondLanguage: Looking at and through the Diary Studies .In Slinger H.W. and M.H. Long.

Brown,H.D.1994.Principles of Language Learning andTeaching. EnglewoodCliffs, N.J.: Prentice Hall.

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Eysenck, M.W. 1979. Anxiety, Learning and Memory: A Reconceptualization [J].Journalof Research in Personality.

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Horwitz.,E.K., Horwitz, M.B., and Cope,J. 1986. Foreign Language ClassroomAnxiety [J].Modern Language Journal.

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 Krashen, S.D.1981. Second Language Acquisition andSecond Language Learning. Oxford: Pergamon.

Sarason, I.G.1984. Stress, Anxiety, and CognitiveInterference: Reactions to Tests[J]. Journal of Personality and SocialPsychology.

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Sparks, R. 1997. Language Anxiety and Proficiency in aForeign Language [J].Perceptual and Motor Skills.

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 Spielberger,C. 1983. State-TraitAnxiety Inventory [J] . Modern Language Journal.

刘慧聪，2000.Research on English Learning Anxiety ofUndergraduate[M]. Qingdao: China Ocean University Press.

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林立 主编, 2007.Second Language Acquisition Theory andPractice[M].  Beijing:High Education Press.

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王蔷主编,2006. English Teacher Education in 21stCentury: Research and

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 Development[M]. Beijing:Beijing Normal UniversityPress.

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王瑞玲，2009. Studies on Junior Students Language Anxiety in English Learning[D].

内蒙古：内蒙古师范大学。

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张维友主编,2004. A Course in English LanguageLearning Strategies and Study

Skills[M].Chongqing: Chongqing UniversityPress.

舒白梅、向宗平 主编, 2004 ，<<英语课程教育学>>[M]。上海：华中师范大学出版社。

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Net.1,舒江，2010,vol , 31 , No.4   外语学习焦虑研究综述[C]. Xi’an: Journal of Xi’an

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University of Artsand Science.

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http://WWW.CNKL.NET.

Net. 2, 周树涛、王晓丽,2010, vol ,31 , No.4  大学生英语学习焦虑状况实证研究 [C].

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Qiqihar:Journal of Qiqihar Medical College.

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http://WWW.CNKL.NET.

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Appendix 1

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英语学习焦虑调查表

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   班级: ________________

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亲爱的同学，以下是调查英语学习焦虑的问卷。五个选项没有对错之分，请认真读懂题目后选出最真实地反应你的观点的选项，问卷结果将被保密。谢谢你的支持与合作！请将你的选项写在题号前。

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A 完全同意    B 同意    C既不同意也不反对    D完全反对   E反对

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1 我经常不想去上英语课。

2 去上英语课的路上，我感到很自信和轻松。

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3上英语课比上其它课更紧张。

4 我总是担心给老师和同学留下什么印象。

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5 英语测试后，我总感觉沮丧和不高兴。

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6 英语课，我很高兴被提问。

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7 英语老师快要提问我的时候，我觉得心跳得很厉害。

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8 我在英语课上发言时紧张不安。

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9 我在英语课上发言时很自信。

10 即使课前准备得很充分，我上英语课时还是会感到焦虑不安。

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11 我对别人对自己的评价非常在心。

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12 英语课上，即使我知道答案，我从不敢举手回答。

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13 我很好怕在全班面前答错问题。

14 别人的评价不会扰乱我。

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15 英语课上，我怕别人注意到我的缺点。

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16 对英语测试，我不感到有压力。

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17 我很担心英语测试失败带来的后果。

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18英语测试时，我很紧张以至于忘记知道的知识。

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19我害怕英语老师纠正我的每一个错误。

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20我想要用英语回答问题，但我怕其他同学笑我。

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21学好英语，我不感到有压力。

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Appendix 2

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What do teachers think they actuallydo in the classroom?

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Dearteachers, the following questionnaire are designed for the purpose of academicresearch, aiming to investigate what teachers do actually in English class.Please choose the most appropriate answer which may exactly indicate youropinion. Thank you very much!

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items

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True

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Not True

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1. I feel students’ anxiety in English class.

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100%

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0

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2. I try to make students happy and secure.

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70%

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30%

3. I try to design motivating activities.

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40%

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60%

4. I make students enjoying learning activities.

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30%

70%

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5. I give students opportunities to ask questions.

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 100%

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6. I allow students to express their own ideas.

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30%

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70%

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7. I vary my teaching to meet different needs.

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20%

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80%

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8. I modify my teaching according to students’ need.

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30%

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70%

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9. I encourage students more than I criticize them.

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80%

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20%

10. I try to help slow learners whenever I can.

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40%

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60%

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11. I create equal opportunities for students’ participation.

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40%

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60%

12. I often publicize the test results.

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0

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80%

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13. I try to involve my students in making plan.

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30%

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70%

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14. I try to involve my students in self-assessment.

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20%

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80%

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15. I value very much test results.

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40%

60%

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16. My students often work in pairs/groups.

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40%

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60%

17. My students do a lot of reading aloud in class.

40%

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60%

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18. I try to get feedback from my students about my teaching.

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70%

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Appendix 3

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Interview

1) What kind of anxiety do you find in your students?In what way do you think the anxiety will affect English learning?

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2) Can you explain why students have anxiety inEnglish learning?

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3) Do you hope how students match your teaching inEnglish class?

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