A Study On The Current Situation And Sources Of Foreign Language Learning Anxiety

In foreign language learning research,from the perspective of learner differences,experts found that in addition to individual cognitive abilities and personality characteristics,the influence of emotion and affective variables in language learning cannot be ignored.Foreign language anxiety is a unique emotion produced by learners in the process of foreign language learning,and has an important influence on the language learning process and results.The emotion filtering hypothesis in Krashen's second language acquisition theory holds that anxiety emotions have a negative impact on language acquisition.A large number of empirical studies have also shown that there is a negative correlation between foreign language anxiety and performance.Foreign language anxiety research has made many achievements in the aspects of anxiety effects,scale development,influencing factors,and measures to reduce anxiety.However,domestic foreign language anxiety studies are monopolized by English learning anxiety,and other languages are basically blank.China's deepening opening up urgently needs multilingual talents,therefore education and learning in small languages urgently need attention.The students in minor language majors are the main targets for the future language talents in china.Unlike students in other majors and English majors studying English,students in minor language majors are experienced second language learners.English and minor language learners have different initial mental and physical conditions,and minor languages themselves also have different language conditions and characteristics in China.Since the fact that there is no comprehensive and in-depth research on language anxiety in minor languages yet,this article takes the undergraduates of Arabic majors as an example to explore the anxiety of Arabic learning among Arabic undergraduates,focusing on empirical analysis from multiple skill dimensions and also its main reasons.This study adopts quantitative and qualitative research methods to study a total of 181 Arabic language undergraduates from two universities.The results showed that there is anxiety in listening,speaking,reading,and writing skills of the Arabic majors.Among them,listening is the highest,reading the second,speaking the third,and writing is the lowest.Listening anxiety is at a high level of anxiety while the rest three skill are in a moderate anxiety.The general Arabic language anxiety(as measured by the Arabic classroom anxiety scale)is at a moderate level,which is lower than the Arabic language anxiety,but higher than the other three skills.Anxiety in four skills explains 60.9% varies of general Arabic language anxiety and speaking anxiety is most related to general Arabic language anxiety.The main reasons for Arabic language skill anxiety are as follows: listening parameters,low self-confidence and listening concerns are major causes of Arabic listening anxiety;insufficient understanding,lack of reading material parameters(topics,grammar,vocabulary)and reading tactic are three major reading anxiety causes;low self-confidence,immediate answering in Arabic,teachers' asking questions,worrying about making mistakes,low level of oral Arabic and fear of communication are major six Arabic speaking anxiety causes;time limitation in writing,fear of evaluation results and lack of preparation are three major Arabic writing anxiety causes.The cause of general language anxiety in Arabic is divided into internal causes and external causes.Five of internal causes are limited language level and related accumulation,not enough time and effort investment,low self-confidence and poor learning status,High goals and unrealistic self-expectations.Nine external causes are complex and difficult in Arabic;peer,tutor and parent pressure;exams;teaching(classroom questions and other activities)and teacher attitudes;academic pressure;lack of language environment;few suitable learning materials;cultural conflicts;competition(achievement points)/ Grading / student quota)and unreasonable course settings.