The Relationship Between High School Students' Oral English Anxiety, English Learning Strategies And Oral English Performance

The paper reports the findings of a survey on high school students'oral English anxiety present situation and relationship between oral English anxiety, English learning strategies and oral English performance. The survey is conducted among 577(the first-year students and the second-year students in high school) by means of questionnaire and private interviews. Based on the analysis, the author has come to the following conclusion:1.The whole level of high school students'oral English anxiety is not high.Among threes factors of high school students'oral English anxiety, the level of communicative anxiety is the highest, the level of negative evaluation is in the middle, examination anxiety is the lowest. High school students'oral English anxiety is significant difference among schools, which means the students in rural high school have higher level of oral English learning anxiety. High school students'oral English anxiety is not significant difference among grades and genders.2. The whole level of high school students'English learning strategies is not high. Among six factors of learning strategies, the level of compensation strategy is the highest, the level of memory strategy is the lowest. The level of high school students'English learning strategies is significant difference between schools, but not between genders or grades. The level of high school students'English learning strategies in rural area is lower than the students'in city.3. The relationship between oral English performance and three factors in oral English learning anxiety scale is significantly positive. The relationship between oral English performance and six factors in English learning strategies scale except for memory strategy is significantly negative. The survey reveals that the general level of high school students'oral English anxiety and oral English performance is significantly positive relationship, and the relationship between oral English anxiety and English learning strategies is significantly negative. The general level of high school students'English learning strategies and oral English performance is significantly negative relationship.4. Regression analysis of high school students'oral English anxiety, English learning strategies and oral English performance reveals oral English anxiety and English learning strategies support significantly positive predicts to oral English performance. The research shows that four factors including test anxiety, compensation strategy, memory strategy and communicative strategy are within the regression equation.