A Case Study Of Learning Anxiety In English Classroom Among Rural Pupils

Primary school is the golden time to start learning foreign language,while classroom learning anxiety is the key emotional factor affecting primary school students' English learning.The research object of English classroom learning anxiety in China concentrates in the field of higher education,but there is little research on basic education,especially on the current situation of learning anxiety in English classroom of primary school students in rural areas.In the process of practical English teaching,teachers emphasize the so-called knowledge mastery,and pay attention to the single evaluation model of scores,thus ignoring the emotional development of individual learning.Therefore,understanding the current situation of English learning anxiety of students in rural primary schools,mining its reasons,which will help to better understand the current situation of English classroom learning anxiety in rural primary school students,so as to make it easier for frontline teachers to take effective measures to reduce learning anxiety and improve the English learning effect of primary school students.This survey adopted the paradigm of case study and conducted research on 120 students in grade three,four,five and sixth grade of rural primary school in A county,hebei province,and conducted distribution and recovery of questionnaires uniformly as well as data analysis.At the same time,based on the contents of the questionnaire,an outline of the interview is compiled,and typical cases are selected for the interview.In the overall grasp of the rural primary school students' learning anxiety in English classrooms,this paper analyzes the subjective and objective causes of the anxiety,and then puts forward the relevant measures.Based on the analysis of the data,the results of the survey are as follows:With the increase of grade,the learning anxiety in English classrooms increases.As for three dimensions such as fear of communication,lack of self-confidence and intolerance of uncertainty,the learning anxiety of the fifth and sixth grade students is significantly higher than that of the fourth and fifth grade students.However,there is nosignificant difference between the two different learning stages in test anxiety and anxiety negative evaluation,which indirectly indicates that students in grades 3-6 in rural primary schools are full of anxiety about English tests and are also worried about the negative evaluation given by the outside world.Overall,the anxiety of boys was higher than that of girls.The anxiety level of boys is higher than that of girls in the fear of negative evaluation and test anxiety in the process of English learning,while there is no significant difference between boys and girls in the anxiety of lack of self-confidence,intolerance of uncertainty and fear of communication.In the aspect of personality,introverted students are more likely to generate learning anxiety in English classrooms.In the four dimensions of fear of communication,lack of self-confidence,negative fear of evaluation and intolerance of uncertainty,the learning anxiety in English classrooms of introverted students is higher than that of extroverted students,and there is no significant difference in test anxiety between them.From the above,we can know that fear of test anxiety and negative evaluation are the common manifestations of rural primary school students' anxiety in English classroom learning excluding the differences of grade,sex and personality.Based on the above point of view,combined with the cause to analyze.This paper puts forward the following suggestions to alleviate the anxiety of rural primary school students in English classroom: imparting basic knowledge with interests,arousing students' learning initiative,implementing metacognitive strategies,correctly evaluating themselves and enhancing self-confidence;improving English classroom teaching environment and create a harmonious learning atmosphere;playing the role of positive evaluation,and adopting formative teaching evaluation.