Anxiety And FL Classroom Teaching

Adopting the FLCAS, the present writer investigates 200 non-English major sophomores from Nanjing University of Technology in the form of questionnaires and interviews. Statistical data, including CET-4 scores of the participants, are processed and analyzed. The results and findings indicate: FL anxiety exists rifely among Chinese EFL learners in the setting of the classroom, and there is significant negative correlation between FL classroom anxiety and students' English achievements, i.e., students of lower anxiety tend to have better achievement, while highly anxious students achieve less. According to the anxiety characteristics, FL classroom anxiety can be sorted into five categories: communication apprehension, test anxiety, fear of negative evaluation, error-making anxiety, and comprehension anxiety. From the statistics, communication apprehension is the top one both in degree and in quantity; fear of negative evaluation is also an important factor arousing FL classroom anxiety. As the score of CET-4 is of great significance to undergraduates in their degree-obtaining and job-hunting, test anxiety is the main factor causing FL anxiety as well. Proceeding with the teaching and learning activities, the researcher expounds methods of alleviating students' FL anxiety to increase English learning efficiency. The methods are from the facets of schema theory based educational method, the teacher's role, and learning implications in the setting of college English classroom teaching.