The Affected Factors And Strategies Of The First Grade Students In Senior Middle School In English Classroom Learning Anxiety

Since the 1970s, research interest in EFL has shifted from teacher's teaching to students'learning, and an increasing number of studies on language anxiety have been undertaken from the students'perspective in China. From the perspective of general education, educational psychology and metacognitive psychology, this paper investigates the impact of student's classroom anxiety on their English learning. An adapted Foreign Language Anxiety Scale is used to measure 117 senior middle school students'anxiety level, to investigate the relationship between their classroom anxiety and their English learning, and to analyze the characteristics of the distribution of anxiety scores in their English learning. In view of Chinese culture and the characteristics of Chinese language learning, the causes of the anxieties and the influence of the anxieties are analyzed. The result shows that,The students of first grade in the Middle School attached Northeast Normal University have high anxiety scores in average level, but it is not serious.There is a statistically significant positive correlation between students'classroom anxiety and their English learning, which is: the higher the results are, the lower their fear of negative evaluation, test anxiety and the other anxiety are. Oppositely, the lower the results are, the higher their fear of negative evaluation, test anxiety and the other anxiety are.There is the statistically sex difference between the other anxiety and results. The male students'the other anxiety is higher than the female students'. The female students'results are higher than the male students'.There is the statistically class difference at the results. There is no statistically class difference in the fear of negative evaluation, communication apprehension, test anxiety, the other anxiety and total anxiety.This indicates that foreign language classroom anxiety is an important factor influencing L2 acquisition. The causes for anxiety can be attributed to the great influence of Chinese cultural background, the characteristics of Chinese language learning and individual differences. It is suggested that it is necessary and feasible to decrease the students'anxiety in classroom English teaching if culture background and individual differences are paid attention to, if the decrease of students'anxiety is treated as one of the teaching targets, and if a lively classroom atmosphere is created with students'self-confidence built.