Empirical Research On The Anxiety Of Students In Junior English Class

The National English Curriculum for Junior Students emphasizes that every students’affective factors should be payed attention to. In English teaching, teachers find that, in all the affective factors, anxiety as a very important factor which influences learner’s affects is hindering learner’s learning effect more and more seriously.So this study aims to test the following research questions:1. At present, what’s the status quo of junior students’anxiety in the process of English classroom learning?2. What leads to students’anxiety in English classroom and how to alleviate it?Based on Humanistic Teaching Approach Theory, Input Hypothesis and Krashen’s Affective Filter Hypothesis, an experiment is done with72students of Grade Seven who are from two classes of Dagang No.9Middle School, Binhai New Area, Tianjin. Through pre-test, ECAS pre-questionnaire and interview, the author has adjusted her classroom teaching methods which are carried out for a term to test whether they are effective on alleviating junior students’classroom anxiety; through data analysis of post-test, ECAS post-questionnaire and the correlation between classroom anxiety and English achievement, the author has found out that the experiment is successful; meanwhile, the alleviating of high anxiety items can improve students’English achievement.Based on the experiment, the following conclusions have been made finally:1. An comprehensive input should be provided, such as:setting learning goals then decomposing learning objectives and integrating teaching materials;2. A favorable classroom atmosphere should be provided, such as:creating students’favorite classroom activities and showing positive feedbacks;3. Spontaneous and effective out-put should be provided and the out-put should be closely related to learning content, such as:Teacher Assistant Instructors.