Foreign Language Anxiety And Pedagogical Implications

This paper mainly discusses the relationship between the English language learning anxiety and English majors'achievement on oral English. It first reviews the research and the development in the field of the affective variables in English language learning and some other relevant studies in this related field.Then the author employs the "Foreign Language Classroom Anxiety Scale (FLCAS)" and investigates the anxiety situation by interviewing the sophomores of Foreign Language School at China University of Political Science and Law. The results prove and justify the author's hypothesis that foreign language learning anxiety is remarkably and negatively correlated to students'achievement in oral English.In the last part of the paper, the author analyzes several essential factors which can cause the anxiety and proposes some pedagogical implications to the optimization of oral English teaching.