| Since the 1970s, with the development of psychology, more and more attention has been paid to learners'affective variables. Foreign language anxiety is agreed to be one of the most important factors in this aspect. Western researchers adopted a variety of methods to deal with the relationship between foreign language learning in different contexts and language anxiety. A large number of studies show that anxiety has negative influence on foreign language learning. Only tentative studies on anxiety are carried out in the China and few studies have been conducted on how to alleviate language anxiety in EFL classroom, not to mention language anxiety under the context of placement teaching.Based on the relevant studies on anxiety, especially the Affective Filter Hypothesis and inspired by the concept of humanism and the principles of constructivism, the author tries to probe into the situation of non-English majors'anxiety at Shihezi University.The instruments are questionnaires– Horwitz's Foreign Language Classroom Anxiety Scale (FLCAS) and interview; the participants are 100 non-English sophomores in Shihezi University. Data are analyzed with the aid of SPSS15.0.The study tries to answer the following questions: what is the current situation of non-English majors'anxiety manifested in the context of English pedagogical reform? What are the potential sources of students'English learning anxiety? What teaching strategies can help alleviate English learning anxiety?The results of the study show that, generally, students are more or less interfered with language anxiety in EFL classroom. English language classroom anxiety can be caused by many factors, like the competitive mechanism, test, classroom atmosphere, students'belief and teaching procedure, tests appear to be most anxiety-provoking.Based on the above findings, the author makes the suggestions: building a proper environment, reducing test anxiety and arranging classroom activities according to students'need.
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