The Impact Of Internal Causes Of Language Anxiety On Spoken Second Language Fluency

Due to the research of general classroom anxiety, the research of LanguageAnxiety begins. After that,Language Anxiety has been a peculiar anxiety in theprocess of foreign language learning. Language Anxiety is one of the importantemotional variables restricting foreign language achievement. Second-languagelearners, especially classroom learners often find themselves plagued by emotionalfactors in the learning process. Language Anxiety generated by the internal andexternal causes. Internal causes refer to the language learners own characteristicsand styles. External causes include the competition between the learners, therelationship between teachers and learners, parents and learners, and language test.Previous studies mostly focus on external causes and neglect of the internal parts.This article studies how self-esteem, self-confidence and self-acceptancewhich are the internal causes of Language Anxiety affect the verbal learning. Wehope that the research could help teachers improve teaching strategies and take fullaccount of the students own emotional factors in the process of Teaching Chinese asa Foreign Language. Teachers could stongly advocate the learning paradigm which letemotional education into the cognitive learning. We also hope that teachers couldattach importance to the cognitive factors and the influence of emotional factors tothe cognitive factors. Then the teaching can have a better effect.Firstly, based on the previous studies we defined Language Anxiety andSpoken Second Language Fluency. Secondly, we did the the preparatory work, set thesurvey of the process and put forward the ideas of the survey. Thirdly, we statisticallyanalyzed the results, get conclusions and gave suggestions to the actual teaching.Finally, through specific interviews, we verified the conclusions and got a newresearch direction----goal setting. The followings are the main conclusions of this research: Language Anxietyand Spoken Second Language Fluency are significantly negatively correlated. Thestronger of Language Anxiety is, the less fluent the Spoken Second Language is. Theres no direct relationship between self-esteem, self-confidence, self-acceptance andSpoken Second Language Fluency. Self-esteem, self-confidence, self-acceptance workthrough Language Anxiety and influence Spoken Second Language Fluency.Self-esteem, self-confidence, self-acceptance and Language Anxiety are significantlynegatively correlated. The higher of self-esteem, self-confidence, self-acceptance are,the lower of Language Anxiety is. Among them, self-acceptance affect LanguageAnxiety more, which is the deteminant of Language Anxiety.