The Role Of Anxiety In English Learning

Previous studies in Europe and America have shown persistent negative correlations among foreign language learning anxiety, foreign language achievements, self-perceived proficiency and motivation. And they usually use course grades as achievement measures. This research paper examined the above correlations in a context of English as a foreign language in China under a relax situation. At the same time, it explored sources of students' English learning anxiety. On this base, some practical strategies were put forward to reduce Chinese students' English learning anxiety.English researchers and teachers in China have noticed the negative effects of anxiety for long time. However, only a few empirical studies have been conducted to show the correlations between English learning anxiety and English achievements. This investigation used a questionnaire, which comprised the adapted Foreign Language Classroom Anxiety Scale (the FLCAS), the Second Language Writing Anxiety Test (the SLWAT) and the Foreign Language Reading Anxiety Scale (the FLRAS) a CET Band-4 exam paper and an oral exam to examine empirically the correlations between the language-skill-specific anxieties and specific language skills (e.g., the SLWAT with writing achievement) under a relax situation. In order to decide the correlations among anxiety, self-perceived proficiency and motivation, a background questionnaire and a Language Study Survey (LSS) were also constructed. Eighty-nine students in Shanxi Agricultural University completed the anxiety questionnaire, the background questionnaire and the LSS. The collected data were dealt with statistically by using the SAS system to find the above correlations. The findings suggested that English anxiety is persistently negatively correlated with English achievements, self-perceived proficiency and motivation. The sources andreasons of their anxiety were also analyzed in details.The pedagogical part of this paper was aimed at applying the theoretical results to English teaching in China to create a low-anxiety classroom environment. The findings of the review and the results of the study indicate that these strategies would be effective in foreign language classroom.