A Survey Of English Classroom Anxiety In Senior High Schools In Yulin City

Anxiety,one of the foreign language learners' affective factors,has an important effect on foreign language learning.It has aroused scholars' attention worldwide,but most of the researches focus on the learners,few concentrating on English classroom anxiety in high schools,which prompts the present study,with the hope that it provides insights into English teaching in high schools.Based on Humanism Psychology,Krashen's Input Hypothesis and Affective Filter Hypothesis,with 244 students from 3 ordinary high schools in Yulin city of Guangxi Zhuang Autonomous Region as the subjects,and with Horwitz's(1986)Foreign Language Classroom Anxiety Scale(FLCAS)as the instrument of questionnaire which includes three dimensions such as communication anxiety,test anxiety,and fear of negative evaluation,the present research aims to explore the following questions:(1)What is the general situation of English classroom anxiety in ordinary high schools in Yulin city?(2)Does there exist significant difference in English classroom anxiety in terms of gender?(3)Is English classroom anxiety related to students' academic achievement? And(4)what are the likely causes of English classroom anxiety?Results indicate as follows: Ordinary high school students in Yulin city have a high level of English classroom anxiety.Males' classroom anxiety is slightly higher than that of girls,but there is no significant difference between them.The communication anxiety and test anxiety of boys are higher than those of girls,but they have no significant difference.However,boys' fear of negative evaluation is higher than that of girls,and there is significant difference between them.Englishclassroom anxiety and students' academic achievement have moderate negative correlation,but there is no significant correlation in terms of group.At last,some practical suggestions for improving English class atmosphere and teaching are offered from the perspective of teachers and students.