Characteristics Of Anxiety And Classroom Environment And Relationship Primary School Children Learn A Foreign Language

By actually observing and learning senior classes in primary schools, it was found that there was difference among students in different stages and from different classes in the status of foreign language learning and that anxiety was the common emotion experience. It is mainly classroom setting where students experience their anxiety in foreign language learning. Thus, by discussing features of senior students’anxiety in foreign language in primary school and its relationship with classroom setting of foreign language learning, this article tried to learn the impact of each dimension of classroom setting on anxiety in foreign language learning and made a prediction.The research ideas were as followings. First of all, based on predecessors’theories, we gathered existing research materials, adapted and revised context scale of foreign language classes, and, by item analysis and factor analysis, explored and validated five dimensions of foreign language class context, that was, student-teacher relationship, classmate relationship, classroom order, competition atmosphere and study burden. The questionnaire had good reliability and validity and was proportionate for further study. After that, we adopted revised foreign language class context scale and foreign language study anxiety scale (Guo Wei,2008) to conduct a survey on482students of fourth-grade, fifth-grade and sixth-grade from primary schools. According to the questionnaire results, we analyzed the features of foreign language study anxiety of senior students in primary schools, and, furthermore, predicted the influence of foreign language class context in study anxiety and its mechanism.Through research, this article obtained the following conclusions:(1)Revised Foreign Language Class Context Scale had good reliability and validity and could be used as a measurement tool in our research.(2)Although there was no difference in gender and parental expectation among senior students in primary schools when it comes to foreign language study anxiety, the difference in grades and self-perception of foreign language study was quite significant. Sixth-grade students’score in communication dimension was significantly higher than that of fourth-grade students’. Students with good and excellent self-perception of foreign language had more significant anxiety than those who had common self-perception of foreign language. (3)As for senior primary school students’insight into foreign language class context, there was a marked difference in gender, grades and self-perception of foreign language. Schoolgirls’ score in student-teacher relationship and classmate relationship dimension was significantly higher than schoolboys’. However, in competition atmosphere and study burden dimension, boys get significantly higher score than girls. Sixth-grade students’ score in class order dimension was significantly higher than that of fourth-grade and fifth-grade students’. Compared with those who had good and excellent self-perception of foreign language, students with common self-perception of foreign language had worse student-teacher relationship and classmate relationship and had heavier study burden.(4)There was a significantly negative relationship between senior students’foreign language learning anxiety and classmate relationship, a significantly positive relationship between the anxiety and class order and study burden, and no relationship between the anxiety and competition atmosphere. Student-teacher relationship and classmate relationship can negatively predict foreign language learning anxiety while class order and study burden had a positively prediction function.(5)Self-perception of foreign language had a regulation effect between foreign language learning anxiety and foreign language class context.