A Study Of Senior High School Students’ English Learning Anxiety And Their Use Of Self-regulatory Strategy

English learning Anxiety is a unique and complex psychology of foreign language learning.Horwitz(1986:125)and others believe that foreign language learning anxiety is a distinct,complex self-awareness,including opinions,feelings,and behaviors aroused in the process of foreign language learning in the classroom.Second language acquisition has attracted the interest of researchers since 1980 s.Many scholars have done in-depth research on foreign language learning anxiety and have made a lot of progress.These areas are mostly concentrated on the factors influencing foreign language learning achievement.Later,the development of the humanistic psychology,scholars are concerned with the influence of emotional factors on foreign language learning.Among the many emotional factors,researchers focus on studying anxiety,which mainly covers its definitions,classifications,causes of anxiety and the relationship between foreign language anxiety and English achievement,strategies to reduce foreign language anxiety from the aspect of learner’s influence factor and so on.But self-regulation strategies alleviating foreign language anxiety are less,which has more practical significance to the learners as the subject of study,.This study selects108 high school students in Zhangzhou No.3 middle school as subjects.Zhangzhou No.3 middle school belongs to the provincial standard school,students’ overall level is good.Using Horwitz(1986)’s the Foreign Language Classroom Anxiety Scale and Xv and Kou(2015)’s Self-regulatory Strategies Scale to investigate present situation of high school students ’ anxiety of learning foreign language,and their use of self-regulation strategies.Two scales have been tested and have good reliability and validity.Then Using One-way ANOVA in SPSS 21.to study differences in self regulation strategy of different grades and different level of anxiety.Finally,the writer tests the co-relationship of between anxiety and the use of self-regulatory strategies.The main results are as follows:(1)Foreign language anxiety is prevalent among high school students and most of students are at the intermediate level of anxiety;(2)There were significant achievement differences in the use of self-regulatory strategies;(3)There were significant differences between foreign language anxiety and self-regulatory strategies;(4)There was positive correlation between foreign language anxiety and avoidance strategy,also negative correlation among foreign language anxiety and self-efficacy improving strategy,problem-solving strategy and distracting strategy.This research has supplemented the survey research on foreign language anxiety and self-regulatory strategies in certain degree,and has practical significance.Study findings make teachers have a better understanding of how high school students dealing with foreign language anxiety,adjust the teaching method accordingly and give the students more effective guidance.For students,they can understand their own anxiety and the differences with low anxiety in the using of self-regulatory strategies,and make adjustments accordingly.