Research On The Condition And Countermeasures Of Rural Junior Middle School Students' English Learning Anxiety

In 2001,with the opening of the eighth basic curriculum reform,the teaching reform put forward a deeper requirement to the practice of English teaching,which made the focus of English teaching change from "how to teach" to" how to learn",more respect for the subject status of students,but also pay more attention to the emotional attitude of students,Subsequently,English Curriculum Standards for Compulsory Education(2011 Edition)issued by Ministry of Education clearly stated that "emotional attitudes are an important pait of developing students'ability to use comprehensive languages." English learning anxiety is an important emotional factor in language learning,and its research value cannot be ignored.At present,rural junior high school students are affected by the great pressure of the senior high school entrance examination,the high expectations of parents and the improper teaching and teaching methods of teachers.This has led to a certain degree of learning anxiety in English learning.Although in recent years,Chinese academic circles have obtained more research results in the field of English learning anxiety research.However,there are still many regular understandings about the causes and countermeasures of English learning anxiety in rural junior middle school students.In view of this,based on the above times,the policy and the realistic background of rural junior high school students' English learning anxiety,this study focuses on the study of the present situation of rural junior high school students' English learning anxiety and its mitigation measures,which is based on the theory of humanism.On the basis of language input hypothesis,affective filtering hypothesis and attribution theory,combined with literature,questionnaire,interview and classroom observation,the present situation of English learning anxiety of 262 junior high school students in 8 rural middle schools in Songyuan City was investigated.To understand the influencing factors of junior high school students' English learning anxiety,and then to put forward the countermeasures to alleviate the junior high school students' English learning anxiety.The results show that:Frist,rural junior middle school students' English learning anxiety is at a medium level overall.Second,the reasons for the communication anxiety of rural junior middle school students:On the one hand,the students' own language expression ability is poor,and the pre-school preparation is not paid enough attention;on the other hand,the rural English teachers lack the questioning skills and teaching methods.Third,the reasons for the test anxiety of rural junior high school students:First of all,the students themselves do not master the English learning methods,can not grasp the difficulties;secondly,English teachers frequently organize examinations and lack of guidance on the preparation methods for students;again,parents to children Excessive English expectations;Finally,the school unilaterally pursues the rate of enrollment,and frequently organizes examinations.Fourth,rural junior high school students negatively evaluate the causes of anxiety:on the one hand,students themselves can not reasonably allocate English learning time,lack of independent learning ability;on the other hand,rural English teachers are too fast to teach the speed of speech,occasionally using fuzzy instructions Language and strict and singular evaluation methods are one of the reasons for students to generate negative evaluation anxiety.Based on the above conclusions,this paper proposes the following suggestions from the three levels of teachers,parents and schools:From the perspective of teachers:First,teachers should try their best to renew the educational concept in order to alleviate the students' anxiety of negative evaluation.On the other hand,it is necessary to strengthen the study of professional knowledge to alleviate students' test anxiety and communication anxiety.Secondly,teachers should not only try to optimize the teaching evaluation mode to alleviate the students' anxiety of negative evaluation,but also improve the way of questioning in class to effectively alleviate the students' communication anxiety and negative evaluation anxiety;Third,teachers must not only improve their own error tolerance,but also alleviate students' negative evaluation anxiety.They should also help students to develop reasonable learning plans as much as possible to alleviate the anxiety in their examinations.Fourthly,teachers should help students adjust their English learning methods in order to alleviate their test anxiety,and at the same time,they should also pay attention to guiding students to allocate their English learning time reasonably in order to alleviate the anxiety of examination and communication.Fifthly,teachers should not only help students to treat English test failure correctly,so as to alleviate their test anxiety,but also help students to set up a correct view of attribution of success or failure in order to alleviate their anxiety of examination and negative evaluation.Secondly,at the parent level,on the one hand,parents should communicate more with their children in order to alleviate their negative evaluation anxiety.On the other hand,we should also treat the results correctly to alleviate the anxiety of children's examination and negative evaluation.Finally,from the school level,the school should not only create a relaxed and harmonious atmosphere of English learning,in order to alleviate students' test anxiety,but also strengthen the construction of English teachers to effectively alleviate the students' communicative anxiety between teachers and students.