A Research On Positive Effects Of Anxiety In English Learning

Anxiety，as one of the affective factors, not only has a negative effect on learning, butalso produces normal pressure in learning. The negative aspects of anxiety ought to beeliminated by adjusting psychological conditions and normal pleasure caused by anxietyreinforces the motivation of learning. There have already been sufficient studies on Englishlearning anxiety in China, whereas the studies on English learning anxiety of the students incompulsory education, especially positive effects of anxiety in the phase of this stage are farfrom necessity. The insufficiency of this study leaves space for this stage. Therefore, a vastspace is provided in this kind of research.This research, based on the teaching requirement of “affection and attitude” advancedby the English Curriculum Standards for Compulsory Education (CSCE), has put forward andprocessed an investigation and analysis of English learning anxiety of the students in GradeEight, focusing on the study of positive effects of English learning anxiety at this stage ofcompulsory education (CE) based on the previous studies on the positive effects of Englishlearning anxiety.This research conducted a questionnaire and an interview obtain objective data through282samples from Yunlong Experimental Middle School and other three schools in Xiangtan,while10teachers have been interviewed. Factual and theoretical analyses have been carriedout after the statistical data were collected through the calculation of the computer. Fouraspects are involved in the factual analysis: the current status of Grade Eight students’ Englishlearning anxiety, correlation between anxiety and gender, correlation between anxiety andyears of English learning and correlation between anxiety and parents’ English proficiency.Thereafter, developmental psychology, second language acquisition and the principles ofeducational psychology are employed to analyze statistical data and the following results areachieved as below:1) Participants are insufficiently interested in English learning (Only8.87%of studentsare interested in it), and a few students have given up English learning. The interest has an impact directly on the internal motivation of students to learn English, and it indirectlyreflects the learning anxiety existed in students. Linguistic basis and teaching ability of theteachers usually impact students’ level of anxiety. Those with low anxiety level hold apositive attitude toward teachers, while those of high level sometimes complain their teachers.2)52.84%of students are prone to be anxious when being questioned;47.45%ofstudents arouse anxiety when being corrected errors in class.39.01%of students think that theexaminations generate normal pressure as well as the motivation.20.33%of students tend tobe anxious who can arouse positive anxiety.3) Parents’ English proficiency has a distinct impact on the listening ability of theirchildren. Students whose parents’ English proficiency is low are prone to anxiety (39.45%).Based on the data analysis, the effects of anxiety in English learning has been discussedand the strategies of the transformation from negative effects into positive functions and thesuggestions of the positive effects in practice have been put forward.