Correlation Study Between Senior High School Students` English Learning Anxieties And Their Use Of Self-regulation Strategies

Foreign language learning anxiety is the nervousness and fear that learners produce in the process of foreign language learning.Its influence on foreign language learning has been recognized by more and more researchers and received a certain degree of attention.When students progress to high school,they are prone to anxiety as learning pressure and schoolwork stress increase dramatically.Appropriate degree of anxiety will enhance students` enthusiasm for learning.Excessive degree of anxiety will severely inhibit students' enthusiasm for English learning and reduce students' subjective initiative.Students' foreign language learning anxiety exists as it is,but it does not cause teachers and students to pay enough attention to it.How to help students alleviate English learning anxiety is one of the problems that cannot be ignored in English teaching.Based on this,the study selected a total of 130 second year students from two parallel classes in the senior high school in Baota District of Yan'an City as the research subjects.On the basis of affective filter hypothesis and self-regulation theory,questionnaires and interviews were used to explore the specific conditions of the students' English learning anxiety and their own self-regulation strategies from the perspective of the learners.First,the subjects were divided into high-score group(? 120points),middle-score group(90 points ? English score <120 points),and low-score group(<90 points)according to the results of the senior one final exam,and then during a self-study class,“English Learning Anxiety Scale” and “English Learning Anxiety Self-Regulation Questionnaire” were handed out to all students and 121 valid questionnaires were got.Two students from each of the three groups were selected asinterviewees,and the contents of the interviews were recorded and sorted,then the collected data were put into the SPSS19.0 software for further analysis.This study mainly answers the following two questions: 1.What is the situation of high school students' English learning anxiety and the use of anxiety self-regulation strategies.2.What is the relationship between the level of English learning anxiety and the use of self-regulation strategies in the high-score,middle-score,and low-score groups? The main findings of this study are as follows:1.High school students generally have moderate levels of anxiety and generally use self-regulation strategies.2.The English language learning anxiety and self-regulation strategies of the high-score,middle-score and low-score groups were positively correlated.3.High-score group students have higher levels of anxiety and they usually use positive self-regulation strategies in the face of English learning anxiety.4.The frequency of self-regulation strategies used by low-score group students is high,but they are more likely to adopt negative self-regulation strategies.In view of the research results,this article puts forward some suggestions from the perspective of teachers and students: teachers in English class should try to create a relaxed and interesting atmosphere in the classroom,always pay attention to the students' learning status,guide students to understand English learning anxiety correctly,and permeate positive regulation strategy in the teaching process.Students themselves must be able to drive them right to face their own anxious conditions,try to change their learning attitudes,and use more positive adjustment strategies when they are in English learning anxiety.