A Study Of The Correlation Between Foreign Language Speaking Self-Concept And Foreign Language Classroom Speaking Anxiety Of Junior High School Students

From a macro point of view,the study of spoken foreign language includes teachers'teaching and students' learning.With the development of national curriculum reform,more attention has been paid to students' dominant position in foreign language learning and the influence of emotional factors on students' foreign language learning.Among them,the foreign language speaking self-concept and the foreign language classroom speaking anxiety have a crucial impact on foreign language learners.To some extent,the level of foreign language speaking self-concept will affect the degree of foreign language classroom speaking anxiety.Since the end of the twentieth century,more and more scholars began to study the effect of affective factors in foreign language learning,the study foreign language at home and abroad of the foreign language speaking self-concept is mainly about phonetic learning,reading,writing,etc.While the study of foreign language classroom speaking anxiety mainly explores the coping strategies and related influence factors.In recent years,there have been empirical studies on self-concept and anxiety in the speaking of foreign language at home and abroad.The relationship between them has been confirmed.However,previous studies have mainly focused on college students majoring in English or non-English majors,and rarely on junior high school students.At present,there are few studies about the relationship between the foreign language speaking self-concept and the foreign language classroom speaking anxiety.On this basis,this thesis aims to explore the relationship between foreign language speaking self-concept and foreign language classroom speaking anxiety of the Junior High School Associated with Wuhan University.This study is conducted in the Grade Two of Junior High School Associated with Wuhan University.There are 101 participants from the two classes.It adopts the combination of quantitative and qualitative research methods to explore the relationship between the two variables in order to make up for the blank of related research in this field.The specific research questions are as follows:(1)What is the current situation and level of self-concept in foreign language speaking self-concept for junior high school students?(2)What is the current situation and level of foreign language classroom speaking anxiety for junior high school students?(3)What is the correlation between junior high school students' foreign language speaking self-concept and foreign language classroom speaking anxiety?Through the analysis of the collected questionnaires and interviews,it is found that:(1)Junior high school students have a lower level of self-concept in spoken foreign language.(2)Junior high school students' foreign language classroom speaking anxiety is at a moderate level,among which the anxiety of students in front of the whole class is at the highest level,followed by that of students talking with teachers.(3)There is a negative correlation between junior high school students' foreign language speaking self-concept and their classroom speaking anxiety.In other words,when junior high school students' foreign language speaking self-concept level is higher,their foreign language classroom speaking anxiety is lower.The findings of this study have a positive effect on foreign language teachers'evaluation of students' speaking in foreign language and the improvement of the classroom.At the same time,it plays an important role in promoting students' oral foreign language ability and their enthusiasm to participate in the foreign language classroom.