A Study On The Strategies Of Foreign Language Learning Anxiety In H College

Anxiety is a psychology concept,belongs to the category of mood,is because the expectations can't achieve or overcome obstacles and form of the threat of nervous,with a sense of emotional states(1999)Arnod,studies show that foreign language learning anxiety is different from the general anxiety,it is related to the classroom,language use,can lead to fear,a mood of tension.It is worth noting that foreign language anxiety accounts for a large proportion of students' learning anxiety in higher vocational colleges.In this study,316 students of Harbin H university were selected as subjects,and the foreign language learning anxiety scale(FLCAS)commonly used in the world was adopted to evaluate the foreign language learning anxiety of students.The results show that foreign language learning anxiety is prevalent among vocational students.From the three dimensions of anxiety,the statistical results show that: 237 students have communication fear,accounting for 75% of the total number of students tested;There were 202 students with anxiety test,accounting for 64% of the total number of students tested.The negative evaluation worry involves a wider range than communicative fear and test anxiety.100% of the tested students have negative evaluation worry of different degrees.Based on interviews with students and teachers and relevant questionnaires,the author finds that the main causes of foreign language learning anxiety are closely related to teachers' teaching strategies in addition to learners' personal factors(such as place of origin,gender and major).From the personality point of view,the degree of anxiety of introverted students is higher than that of extroverted students.Students with good learning foundation have lower anxiety.The foreign language anxiety of rural students is generally higher than that of urban students.In terms of gender,girls are higher than boys;Art students are higher than science students,and literature and history students have the lowest degree of anxiety.Whether teaching strategies are used or not has a great impact on students' foreign language learning anxiety.The foreign language learning anxiety of the students in the class using teaching strategies was lower than that in the class without using teaching strategies.Students in higher vocational colleges have weak foreign language foundation,littleinterest in foreign language learning,short time limit for foreign language learning in school,and they pay more attention to skills training,ignore the study of public courses,and have a low level of understanding and application of learning strategies.According to statistics,among the tested students,32% know about learning strategies and 13% use learning strategies.One teacher who can effectively use teaching strategies in class accounts for one-fifth of the total number of teachers interviewed.According to the actual research,drawing lessons from existing research results,the author thinks that we can focus on the teachers' teaching strategies and students' learning strategy,start from the concrete process of curriculum implementation,then suit the remedy to the case in the course goal setting,teaching method,classroom atmosphere build and curriculum evaluation four aspects to reduce the students' foreign language learning anxiety with the combination with the teachers and students ‘psychological adjustment.