Study On The Influential Factors Of English Classroom Learning Anxiety Of Vocational College Students And Its Strategies

More and more foreign researchers have focused on the role of affective factors in foreign language learning since 1960 s.From that on,the study on the foreign language learning anxiety has achieved great breakthrough.Compared with foreign research,domestic research is rather backward.It rose and developed in the late of 1990 s,and grew rapidly in the last dozen years.There is no lack of research on college students during these studies,but most of them are undergraduates,vocational college students are few,the studies on the influential factors of English classroom learning anxiety to vocational college students are even rare.This paper starts with the systematically review on previous study and takes the students from two vocational colleges in Fuyang as the subject.It undergoes with several research methods,such as literature searching,depth interview,questionnaire.By investigate the present status of vocational college students' English classroom learning anxiety,two groups of participants--one from high-anxiety,the other is low-anxiety,are chosen to the depth interview.According to their interview,the study tries to reveal the influential factors of English classroom learning anxiety,and then chooses three factors,which are listening&speaking practice,tolerance of ambiguity and trait anxiety,to test their actual impact on students' English classroom learning anxiety by questionnaire and data analysis.At last,the study puts forward several teaching strategies to relieve vocational college students' English classroom learning anxiety.The result shows that:1.The English classroom learning anxiety of vocational college students is in the medium level.There is a significant difference in the overall level of English classroom learning anxiety of students from different gender,majors and different places.2.According to the vocational college students,the main influential factors of English classroom learning anxiety are teachers' classroom teaching methods,teachers' feedback and evaluation in class,students' tolerance of ambiguity,students' early train of listening and speaking,student-teacher relationships and students' psychological characteristics.3.There is a significant difference in the level of learning anxiety in English class between vocational college students under different listening and speaking training;The higher the frequency of listening and speaking training,the lower the anxiety level,and conversely,the higher the anxiety level.4.There is a significant difference in the level of English classroom learning anxiety between vocational college students under different tolerance ambiguity.The higher the degree of tolerance ambiguity,the lower the level of anxiety;conversely,the higher the level of anxiety.5.After controlling trait anxiety,there is still a significant positive correlation between tolerance ambiguity and the level of learning anxiety in English class.Further regression analysis shows that the tolerance ambiguity can significantly predict the level of learning anxiety in the English class of vocational college students.6.There are several important strategies to relieve students' English classroom learning anxiety: to innovate classroom teaching forms,and improve students' learning interest;adopt positive feedback and evaluation to improve students' confidence;Strengthen listening and speaking training to cultivate students' listening and speaking ability;Correct students' cognitive deviation and improve students' tolerance ambiguity;enhance teachers' charm and improve the relationship between teachers and students.