The Relationship Between English Classroom Anxiety,language Learning Strategies And Pupils’ Spoken English Expression Achievement

In recent years,with the in-depth popularization of compulsory education in China and the continuous improvement of the quality of quality education,people are more and more concerned about the quality of teaching and the achievements of students.Especially in the current form of education,English is a second language that is fully promoted,and its teaching scope and teaching intensity are continuously strengthened.However,many students have more or less problems in the process of learning English,which is not conducive to the formation of their good study habits and the cultivation of international vision.In this context,in order to promote the development of English in compulsory education and promote students to form good study habits,this paper puts forward the research of this topic.This study mainly uses the questionnaire survey method,taking 183 students from Jinan Primary School in grades 5 and 6 as the research object,and the classroom anxiety generated by the students of these two grades in the English class.The current situation of language learning strategies and the achievement of primary school students to express their skills are analyzed.The main findings are as follows:First,primary school students are generally anxious in the English class,and the fifth grade is more serious than the sixth grade.English classroom anxiety has a negative correlation on students’ oral expression achievement.Students with lower English classroom anxiety have a stronger oral expression achievement.Second,the language learning strategy has a positive correlation with the achievement of primary school students to speak English.Students with higher frequency and diversity in language learning strategies have a stronger oral expression achievement.Thirdly,students with different levels of anxiety in English classrooms use different language learning strategies.Students’ English classroom anxiety and language learning strategies are negatively correlated.Language learning strategies use more students,and their English classroom anxiety is relatively lower.The overall level of use of language learning strategies by sixth-grade students is low.The fifth-grade students’ language learning strategies are used at a slightly higher level than the sixth grade.Fourth,the structural equation model and the mediation effect test found that English language learning strategies play a mediating role between pupils’ classroom anxiety and their oral English performance.Students with high anxiety mainly use less frequent and fewer types of language learning strategies,which results in poor oral English scores;while students with lower classroom anxiety use more frequent and diverse learning strategies,making them more proficient Good expression.The results of this study indicate that English classroom anxiety of primary school students has a negative impact on both language learning strategies and English oral expression performance.Language learning strategies can promote primary school English oral expression performance,and that English classroom anxiety of primary school students can indirectly affect their oral English expression through language learning strategies.Grades.The results of this study suggest that when improving primary school students’ oral English performance,we should not only focus on the school background anxiety of English classroom anxiety,but also the more recent factor,namely language learning strategies.