Study On The Relationship Between Foreign Language Grammar Learning Anxiety And Foreign Language Grammar Learning Achievements

Any language in the world has its own grammar. Grammar is the law of the language, whose role is to help us make phrases and sentences. Learning grammar can improve the practical ability of language, so learning grammar is of great significance to high school students in English learning. Nevertheless, grammar is always a difficult and weak point that students may encounter. Only by building the system of language knowledge and grammar structure and guiding practice based on this is it conducive to English learning. Anxiety plays a useful role in people’s daily life in a way, but sometimes it will produce strong emotions, which will affect the personal action. The change of emotion will affect the progress of the whole learning process, and it will affect the learning effect. Anxiety is an important effective factor in language learning, which is the main factor causing the differences of individual language learning. So, the analysis of the influence of anxiety on English learning has become an important part of the study. Since 1980 s, foreign researchers have used Horwitz, Horwitz and Cope(1986) design of foreign language classroom anxiety scale to study the factors which are the most likely to cause anxiety such as listening, speaking and exams. However, there are not enough studies on grammar anxiety.In order to find out the influence of high school students’ grammar anxiety, the author makes a survey and analysis on the English grammar learning situation of 150 senior high school students in Tang County Middle School, Hebei Province. The author makes a survey and an analysis on different levels of grammar anxiety correlated with grammar performance and the effect of different levels of grammar anxiety on grammar performance to find out the influence of high school students’ anxiety. Through the observation of the characteristics of English grammar learning anxiety and the statistical comparison of the results of the test, the data was collected, and social science statistical software(SPSS) was used to test the students’ anxiety in English grammar. The author references the foreign language reading anxiety scale(FLRAS) to prepare the "foreign language grammar anxiety scale" and " grammar test scores questionnaire", classify the items involved, sum up the main reasons of the English grammar anxiety and the relationship between the degree of grammar anxiety and grammar test scores. Through the detailed summary of grammar cloze test results, the author finds out weaknesses of students in English grammar, and makes efforts to overcome difficult points encountered in the losing and grammar so as to relieve the anxiety of the students, and improve students’ pragmatic competence and accurate expression of grammar.Research data shows that:(1) Most of the senior high school students’ English grammar anxiety is in the middle level.(2) The gender and grade differences of English grammar anxiety were significant, but the differences in age were not significant. Girl students’ anxiety level is significantly lower than boys’; rural students’ English level of grammar anxiety is higher than that of students from cities and towns.(3) Senior high school students’ grammar anxiety was negatively correlated with English grammar achievement, which was mainly at the 0.001 level. In conclusion, The higher the level of English grammar anxiety is, the lower English grammar achievement is.