The Relationship Between Learned Helplessness And English Anxiety For The English Study Of Junior High School Students And The Related Intervention Study

Learned helplessness refers to the individual gets some negative psychological state, cognition and behavior state, after some kind of learning.It means when the individual continually frustrated, they will feel powerless in everything, then gradually lose confidence and never feel hopeful.It is generally believed that anxiety refers to the individual can’t reach the goal or not overcome these barriers, then frustrated their self-esteem and self-confidence, or increase the sense of failure and guilt to form nervous and fear emotional state. Horwitz think foreign language anxiety, which refers to related to classroom learning, and produce significant self-perception, belief and complex emotions in the language learning process. Foreign language anxiety equals English anxiety in this study.This study explored the differences of grads and sexes of the English learned helplessness and English anxiety of junior high school students and reveals their relationships. Then according to former results takes intervention training to reduce the difficulty of English learning. The study takes the Questionnaire of Learned Helplessness on Learning English for junior high school students and the Foreign Language Classroom Anxiety Scale(FLCAS)as research tools. As their good reliability and validity, they can be research tools. This paper has conducted two researches. By the means of question airs,the first research survey 493 junior high school students of 29 in the hohhot, i got some conclusions about the present situation and the relationship between the English learned helplessness and English anxiety of junior high school students. The statistical methods,such as independent sample t-test, ANOVA are used to analyze the data. The second research uses the design of experiment group and control group before and after experiment, taking two parallel classes as subjects, and the experimental classes receives interventionprogram once a week, a total of 8 times. Then the per-test and the post-test data are analyzed with sample t-test to analyze the related intervention program.Through the former surveys and the related intervention study, we have the following conclusions:1 In terms of gender, The English learned helplessness of junior high school students have significant differences, and the afraid of negative evaluation of the English anxiety of junior high school students have a significant difference;2 In terms of grade, the English learned helplessness and English anxiety of junior high school students have significant differences;3 According to correlation analysis, strategy helplessness, attribution helplessness, motivational helplessness are positively correlated with final score and total dimensions of English anxiety;4 Through multiple regression analysis, strategy helplessness have greatest impact on the English anxiety, and the English learned helplessness could predict English anxiety in a certain extent;5 The intervention training could effectively reduce the English learned helplessness and English anxiety of about high school students;6 Although the related intervention training not significantly improved students scores, the junior high school students still achieve more active cognitive style and increase the successful experience of English learning,which increase the self-confidence of students and try to apply to daily learning life.