Study On English Classroom Learning Anxiety Of Vocational School Students And Its Teaching Strategies

Since the 1960s, along with the advent of humanism, affective elements have gained more and more attention in the foreign language teaching, among which anxiety is an influential factor in the acquisition of language. In this circumstance, the anxiety research has showed a significant value in the theoretical development of affective elements research area. Besides, it also provides measures for reducing learners’ anxiety level in practical teaching and improves the efficiency of foreign language learning.This research mainly investigates the overall situation of English classroom anxiety level of Zhengzhou Tourism College, the trigger of the anxiety, and the relationship between the variables and the individual differences. It also makes a comparison between student’s family backgrounds, gender and personality, and then explores effective pedagogical methods for reducing classroom anxiety level and gives improvement suggestions.This paper starts with a literature review on the recent research on anxiety and then conducts a study based on the affective filter hypothesis, humanism learning theory and constructivism theory. It undergoes with several research methods, including questionnaire, classroom observation, interview, comparative experiment.To be more specific, the questionnaires are designed based on Horwitz’foreign language class anxiety scale, which have been given to 100 first year college students of Zhengzhou Tourism College. And a conclusion has been drawn through a descriptive statistics analysis by adopting SPSS software, the T value test and the Pearson.1. The Zhengzhou Tourism College students’ anxiety level is relatively low;2. Scores and anxiety level is negatively correlated;3. Female students’ anxiety level is higher than male students’;4. The rural family background students’ anxiety level is higher than that of urban students;5. Introverted students’ anxiety level is the highest while the extroverted is the lowest.The paper employs the multiple linear regression method to find out the source of anxiety in order to compare students’ anxiety differences due to distinctive family backgrounds, gender and personality. In addition, it combines daily classroom observation and interview results to summarize the manifestation and reasons of students’ learning anxiety.Finally, according to the research results, a modified pedagogical method has been provided and the effectiveness of which has been tested twice and proved to be productive. Thus, the paper then puts forward a series of suggestions and improvement measures, for instance, teachers should adopt heuristic approach, diversified evaluation methods, help students foster correct learning concept and establish mutual trust between students and themselves.At last, due to the fact that the English language classroom anxiety researches are relatively few, the paper, provided ideas to improve English teaching for teachers in higher vocational colleges, has a certain reference value.