An Investigation Into The Current Situation Of English Classroom Anxiety Of Senior High School Students

In 1973,H.D.Brown studied the role of affective variables in language learning to explore whether emotional factors are related to the acquisition of language learning,and anxiety is one of these affective variables[1].However,classroom anxiety have a negative impact on students' English learning in different aspects.Therefore,this paper takes the Yan'an experimental middle school as an example to investigate the current situation of senior high school students' English classroom anxiety.In this study,a questionnaire survey was conducted among 110 students in senior one to investigate the overall situation of senior high school students' English classroom anxiety,the differences in English classroom anxiety among students of different gender,and the correlation between English classroom anxiety and students' achievement.The results show that: first of all,senior high school students' English classroom anxiety is at a medium level.Secondly,According to the analysis of the mean vale,the English classroom anxiety of boys is higher than that of girls.But the independent sample T test shows that there is no significant difference in English classroom anxiety among students of different gender.Finally,there is a significant negative correlation between high school English classroom anxiety and students' English achievement.Negative evaluation anxiety is also significantly negatively correlated with students' English achievement.However,test anxiety,communication anxiety and general anxiety were not significantly negatively correlated with students' English achievement.Based on the analysis of results,this study puts forward the following suggestions to reduce the English classroom anxiety of senior high school students and improve their English proficiency.The author gets some implications of the study:(1)improve teaching methods and stimulate students' interest(2)use formative evaluation mechanism(3)create a comfortable classroom environment(4)use emotional adjustment strategies to control students' anxiety level.