Study On English Learning Anxiety Of Students In Rural Senior School

In the past years, more and more scholars and researchers have paid much attention to learners’ affective variables during their learning process. Many studies have proved that affective variables actually have great influence on learners’ foreign language learning achievement. Among these affective variables, anxiety is one of the most complex and important one. Language anxiety pervasively produces many negative impacts on learners’ learning process.In China, the studies on English language learning anxiety are not enough and complete. Especially for those schools in rural areas, they have drawn far less attention from the scholars and researchers. Learning anxiety is one of the biggest obstacles for students’ English learning. So the present research into English learning anxiety will have value for the students in the rural schools.In this study, two classes of a rural senior school are chosen as the research subjects. Questionnaire and interview are adopted as the research methods. The questionnaire is adapted from Horwitz’s Foreign Language Classroom Anxiety Scale (FLCAS). It helps the author get the students’ general English learning anxiety levels. At the same time, their scores of the latest English final examination are collected so that the author can analyze the relationship between their English learning anxiety and English achievements. The author also prepares a group interview with each class to get a more particular knowledge of their English learning anxiety. Based on the students’ answers, the author finds various factors which have impacts on their English learning. And some sources of this learning anxiety are concluded latter.As for how to reduce students’ negative anxiety and keep the facilitating anxiety, some strategies are given for both teachers and students. The author hopes that this research result will have some positive supports for English teaching and learning in rural senior schools, In addition, English learning anxiety is such an important factor in students’ learning. It deserves some more attention. As for the future studies on learning anxiety, the researchers and scholars need to show more concern for the rural area schools.