The Relationship Between Junior High School Students’ Oral English Anxiety And Language Learning Strategies

English has opened up a bridge of communication for the people all over the world,it has became an essential part in the process of globalization.At grade 3 of primary school our country has set English course,and from grade seven,English has became one of the major subjects,it plays an important role in school education in China.In 2011,the Ministry of Education issued the "English curriculum standards",clear the main task of compulsory education is to improve students’ ability of comprehensive language use,emphasizing the importance of spoken English.As a language discipline,the ultimate goal is to communicate,but over the years,China’s English education has been difficult to get out of the dilemma of “Dumb English”.Oral English teaching has entered a bottleneck,which means even if the students master the words and grammar well,when facing the real oral communication situations,they are always too nervous to express fluently.The study is from the emotional and cognitive perspective.Based on the emotional teaching theory and cognitive learning theory,the author adopts the way of questionnaire survey to understand junior high school students’ oral English anxiety status and the language learning strategy,and the relationship between them.By referring to the literature on foreign language anxiety,and combining with the information obtained from the open-ended questionnaire,the theoretical dimension of Junior high school Students’ Oral English Anxiety Questionnaire is formed.The final dimensions of the questionnaire were established by the way of item analysis,and the reliability and validity of the questionnaire were verified.The results showed that the questionnaire could be used to measure the level of the junior high school students’ oral English anxiety.Then the researcher use Oxford’s Language Learning Strategy Inventory to investigate the current situation of junior high school students’ language learning strategies.By the end,give some advice to improve the level of students’ language learning strategies to reduce the anxiety of junior high school students.The conclusions of the study are as follows:(1)Junior high school students’ oral English anxiety is of medium level,and the level of communication apprehension and classroom anxiety is the highest.(2)The overall level of junior middle school students’ language learning strategies is low,girls on the use of language learning strategies are higher than boys,student leaders on the use of language learning strategies is significantly higher than non student leaders,the use of learning strategies are different in grade,but there is no significant difference between the urban and rural schools.(3)There is a significant negative correlation between language anxiety and language learning strategies,and there are differences in the choice and use of language learning strategies among students with different levels of oral anxiety.Students in the high anxiety group were more likely to use emotion and compensation strategies,while low anxiety students more likely to use metacognitive and cognitive strategies(4)Cognitive,metacognitive,affective and social strategies have a great influence on junior high school students’ oral English anxiety.Teachers should consider the above strategies to reduce students’ oral anxiety level.