Design And Application Of The Questionnaire On English Learning Anxiety Of College Students

Foreign language learning anxiety, as one of an important language learning factors, is a peculiar phenomenon in language learning process, and has caused great concerns to the researchers. Meanwhile, the anxiety in English listening, speaking, reading and writing, which are regarded as the four basic English skills, has gained increasing attention. College students, as high-educated ones, also have English learning anxiety. Therefore, on the basis of sorting out the related concepts and theories, this study aims to design a questionnaire on English learning anxiety, which is suitable for Chinese college students. This questionnaire is composed of four parts, including listening, speaking, reading and writing anxiety. The last part is the formal application of this questionnaire, and there are more than one thousand students from the three universities in Dalian taking part in it. The results are as follows:The first is the organization of the four sub-questionnaire on English Learning Anxiety. Listening sub-questionnaire includes three factors, the anxiety in listening class, communication, and test. Speaking sub-questionnaire also contains three factors, the anxiety in speaking class, communication, and test. While, there are two factors in reading sub-questionnaire, including reading test anxiety and general reading anxiety. Writing sub-questionnaire comprises three factors, the anxiety of evaluation, regulation and digressing to the topic.The second is that this questionnaire on learning English anxiety has a good reliability and validity, and the index of the model fit is normal. This indicates that the structure of the questionnaire is stable, and it can be used as the measuring tool on English learning anxiety for college students. The third is that the students have anxiety in the English English listening, speaking, reading and writing to some extend, and the differences of anxiety show in different genders and different grades in college. However, there is no differences in different majors. There is a negative correlation between English learning anxiety and English achievements, and the significant negative correlation in statistics is found between English writing anxiety and English writing performance.