A Survey On Rural Junior Middle School Learners’ Learning Anxiety And Its Relation To Their Achievement

In recent years, as people increasingly attach importance to English learning, it has spread to the majority of primary and secondary schools. However, learning anxiety, as an important component of affective and psychological factors in language learning, has become one of the most affective and also the largest disorders.On the basis of previous studies, the author understands the overall situation of English learning anxiety in their search for the causes of English learning anxiety, through the investigation on 400 rural junior middle school students’ English learning anxiety and English learning by the form of questionnaires. This study tries to find out the reasons and relationship between students’ English learning anxiety and English learning achievement according to different genders and grades so as to understand their true feelings of English learning, and to explore the cause of anxiety as well as the countermeasures to overcome or reduce anxiety in order to promote their English learning enthusiasm and interest, cultivate their healthy emotional world, and promote students’ all-round development.This study addresses the following three questions: to investigate the overall situation of the current rural junior middle school students’ English learning anxiety; to investigate the status of anxiety of the rural junior middle school students during their learning process of English listening, speaking, reading and writing; to investigate the relationship between English learning anxiety and English learning achievement of rural junior middle school students.Through the investigation and analysis the results are as follows. First, the rural junior middle school students do have learning anxiety in general. With the higher grades, English learning anxiety shows an increasing trend. At the same time, boys’ English learning anxiety is higher than that of girls. Second, learning anxiety of rural junior middle school students does exist in English listening, reading, writing and speaking, especially in speaking and writing. Third, there is a negative correlation between English learning anxiety and English learning achievement of rural junior middle school students according to different gender, different grades of students’ English learning anxiety and English learning achievement. And English listening, reading, writing and speaking all show the negative correlation between anxiety and English learning achievement in all aspects.Based on the analysis of the data, this article finally brings forward four strategies overcoming and relieving the anxiety in English learning. First, help students build self confidence in English learning. Second, help students to treat anxiety seriously. Third, help students to create comfortable English learning atmosphere. Fourth, improve the students’ interest in English learning so as to reduce their learning anxiety.