An Investigation On Foreign Language Learning Anxiety Of Non-English Science Majors

Recently, more and more researchers and language teachers begin to realize and concern about the role affective factors play in FLL. In the process of FLL, many learners feel the anxiety, which may exert negative influence on their learning to a certain degree.Anxiety is one of the important factors to affect language learning. The consequences of many researchers manifest that anxiety may have negative effect on FLL. The researches before concerned more about the influence of overall anxiety upon different aspects of EL such as speaking, listening, reading, writing, etc. In the recent ten years, a new current in anxiety research is the theatrical discussion and case study on the students of different levels. The famous scholars in this area are Phillips, Ellis, Cheng Yanping, Chen Siben, etc. This article begins from the relationship between oral English and anxiety, and finally concludes the factors that affect students'oral English, especially the investigation and research upon the presentation of anxiety of different male and female language learners and the relative measures to release the anxiety.Therefore, the main purposes are: 1.The presentation of the students'anxiety in English class. 2. The correlations between anxiety and the scores of oral English, English Entrance Exam and final exam last term of all students. 3. The correlations between anxiety and the scores of oral English, English Entrance Exam and final exam last term of A and C classes respectively.4. The correlations between anxiety and the other three scores of male and female students respectively. 5. The possibility of relative measures to release the anxiety. There are 94 non-English majors in IMUT participate in this investigation. During this period of time, the participants have filled in the questionnaires containing personal information twice and FLCAS and 6 students have joined the pre and post interviews. Besides, the teacher has also carried out the pre-observation and post-observation. After the former one having been done, the teacher summarized and analyzed the demonstration of anxiety presented by students in class, tried out the experiencing teaching mode, and finally gave oral test by recording for all students. The following conclusions have been made on the basis of quantitative and qualitative analysis, data assembling, data analysis and summarization:1. The overall anxiety is 91.74, which labels somewhat higher than the normal degree; The anxiety of C is higher than that of A ; The male students'anxiety is higher than female.2. The correlations between anxiety and the scores of oral English, Entrance score and final exam last term of all students are all negative.3. The correlations between anxiety and the scores of oral English and English Entrance Exam of A class is negative, final exam last term is positive; The correlations between anxiety and the scores of oral English and final exam last term of C class is negative, English Entrance Exam is negative.4. The correlations between anxiety and the scores of oral English, Entrance and last term of male and female students are all negative.5. It has the possibility of relative measures to release the anxiety by adopting the experiencing teaching mode.The article tends to put the conclusions into teaching practice and help the learners to relieve and release anxiety. Thereafter, the author proposes some suggestions for teachers to highlight students'anxiety improve teaching methods and upgrade teaching notion. Finally, the limitations of this investigation and suggestions for further researches are being listed.