The Relationships Among English Learning Anxiety, Language Learning Strategies And English Achievement

Based on the literature review,650high school students from three grades of one middle school of Guangzhou were extracted to explore the relationships among English learning anxiety, strategies and achievement. With the strategy inventory for language learning (Oxford,1990), this research analyzed the use of language learning strategy during senior high school students, and analyzed the relationship between English achievements and language learning strategy. The anxiety level of high school students were measured by English anxiety scale (Horwitz,1986). And the results are as follows.The results of the first research showed that most high school students are with middle level of English anxiety, and communication anxiety scores were the highest, class anxiety scores were the lowest. English learning anxiety is different at gender and grade, but not significant at age and family residence. English language anxiety of high school students was negatively correlated with English achievement.The results of the second research showed that each dimension of English learning strategies were in medium level. Compensation strategy scored highest, and memory strategies scored the lowest. The use of learning strategy were significantly different at gender, grade and family residence, but no significant different in age. English performance was positively related to language learning strategy in total score and each dimension.The results of the third research showed that language learning strategies and English anxiety were significantly negative correlated (r=-.451, p<0.001). English anxiety was significantly negatively correlated with English achievement and language learning strategies. English achievement was significantly negatively correlated with and English anxiety, but positively correlated with language learning strategies.The results of the last research showed that English anxiety had a significant negative correlation with English achievement and language learning strategies. English achievement had a significant negative correlation with English anxiety and a significant positive correlation with English strategies.