The Correlationship Between Non-english Majors’ Language Learning Strategies And Their Learning Anxiety In Self-access Center

In recent years, a number of the Self-Access Centers (SAC) have been set up inthe Universities. To improve the efficiency of these centers, this study tries to find outthe relationship between Non majors’ English learning anxiety and their learningstrategies in SAC. Based on the results of the research carried out in Hubei Universityof Technology, the author intends to give some suggestions to the non-English majorson how to apply the learning strategies to their English learning so as to reduce theirEnglish learning anxiety. All these are to enhance the utilization rate of the SAC.The main objective of the research is to solve the following questions:(1) What is the students’ learning anxiety degree in the SAC? Is there a genderdifference in anxiety degree?(2) Do students apply leaning strategies to their English learning in the SAC?Which Strategies are comparatively used more frequently? Is there is a genderdifference in learning strategies?(3) What is the relationship between English learning anxiety and the learningstrategies in the SAC? Which particular learning strategies have more close relationshipwith the learning anxiety?In the research,70sophomores from ET classes of Hubei University of Technologytake part in the research,9of them accept the interviews after the investigation. Twoquestionnaires have been involved, among which the English Learning Anxiety inSelf-Access Center Questionnaire (QELASAC) is adapted on the base of the two similarquestionnaires, one is Foreign Language Classroom Anxiety Scale（FLCAS）by Horwitz(Horwitz et al1986:129), the other is Language Learning Internet AnxietyQuestionnaire（LLIAQ）by Xiong Suchun. Another questionnaire concerned in theresearch, Learning Strategies in Self-access Center Questionnaire, is modified based onthe following two questionnaires: Strategies Inventory of Language Learning (SILL)version in Oxford (Oxford1990:293) and Language Learning Internet StrategyQuestionnaire (LLISQ) by Xiong Suchun’.The results of the study suggest that:1) English learning anxiety really exists in students’ learning in the SAC; the only difference is the degree between them. And the male students comparatively are a littlemore anxious than the female students, but the gender difference is not significantenough in statistics.2) Moderate number of learning strategies has been used in their English learningin SAC. Among the five investigated strategies, cognitive strategy is the most frequentlyused one with the affective strategies, compensation strategy and memory strategiesfollowing it in the frequency. Nevertheless, the meta-cognitive strategy is least used bystudents in their English learning in the SAC. Comparatively speaking, the malestudents employ more learning strategies than the female students, but the differencebetween them is not significance enough to claim the gender difference.3) The results of data analysis show that it is negative correlated between Englishlearning anxiety and the learning strategies in the SAC. Cognitive strategies, memorystrategies and meta-cognitive strategies have remarkable negative relevant relationswith the English learning anxiety. While the compensation strategies and the affectivestrategies have no significant relation with the learning anxiety.Based on the above results of the study, the author tries to put forward somesuggestions，such as establishing evaluation system to evaluate the students’ proficiencyin the SAC, developing awareness of using meta-cognitive strategies, etc, to relievestudents’ English learning anxiety and thus to stimulate students to make full use of theSAC to improve the efficiency of the SAC.