A Study On English Classroom Anxiety Of Non-English Majors

Since the 1970s with the development of second language acquisition, the emphasis of research has shifted from external factors of foreign language learners to their internal factors. Researchers and experts have noticed that learners'anxiety is one of the reasons to account for the variation in language learning. Language anxiety as a complicated mental phenomenon specific to language learning has consequently drawn more and more concern. In order to explore a scientific and efficient way of foreign language teaching, we try to reveal the nature of foreign language teaching and learning from the emotional aspect. So the foreign language classroom anxiety is studied by more and more researchers at home and abroad. China is a nation with many English learners, especially in colleges and universities. And even non-English majors have to learn English as their compulsory course. The results of the studies and research have both theoretical and practical significance.The Foreign Language Classroom Anxiety Scale (FLCAS) made by Horwitz et al. (1986) is believed to be the most reliable measure instrument for anxiety up to the present. This study combines both quantitative and qualitative analyses to investigate the level of English classroom anxiety of 103 non-English majors from the first grade in the Liaoning University of International Business and Economics (LUIBE). The results indicate that the majority of the subjects experience a high level of anxiety, and speaking and listening are the most anxiety-provoking activities. Difference of anxiety exists between male and female subjects. The level of male anxiety is higher than that of female. But the difference is not very significant. Through the analyses of four aspects including communication apprehension, tests anxiety, fear of negative evaluation, and general anxiety, the present study investigated the factors causing the English classroom anxiety and unwillingness to communicate. These factors include limited English-proficiency, tests, teacher's role, and course contents. Results indicate that teachers play an important role in reducing students'classroom anxiety. The essay concludes with some strategies to alleviate anxiety.