A Research Of Anxiety In Senior High School English Classroom

Anxiety mood is a fear or an upset mind. When learners need express opinions in English, anxiety may occur. This is a feeling of people’s attitude towards objects. It not only affects students’ learning results and personality cultivation, also influences the development of the classroom interaction between teachers and students. Therefore, an analysis of anxiety mood in senior high school English classroom can stimulate students’output interest, and still cultivate students’ speaking ability and habit actively.Recent years, a great number of researches on the relationship between English language anxiety and language learning both at abroad and at home. Based on the theories of Krashen’s affective filter hypothesis and his comprehensible input hypothesis and Swain’s comprehensible output hypothesis, this paper analyzes senior high school students’ anxiety situations, reasons, and experienced teachers’effective teaching methods and then the author puts forward some instructive suggestions on how to relieve students’ anxiety in English class. Results show that:firstly, creating audio-lingual-video ways can provide comprehensible input and extend students’background information; secondly, by cooperative and opening teaching strategies, students would like to open their mouths with no fear; thirdly, respecting students’personalities. In order to reduce student’s negative evaluation anxiety, there should be more encourage, but little criticism. While, test anxiety will exist in a period time.Participants in this study were90learners of senior Grade one from Subsidiary High School of Taiyuan Normal University. The author used FLCAS, an individual interview and classroom observation as research instruments of the study. The thesis consists of seven parts. Chapter1is the introduction, in which the author introduced the background of research, the purpose and the significance of the research; chapter2is the literature review of the research on language anxiety. In chapter3, the author shows some related theoretical support. Chapter4introduces the objectives, subjects, the instruments, study steps and data collection procedure. Chapter5presents results and discussion of this research. In chapter6, there are a few pedagogical implications from the study. In the last chapter, the author concludes the whole and puts forward some existent problems to discuss in the further study. The results are of great practical significance to further improve English teaching quality and initiative involvement.