The Correlation Between English Learning Anxiety And Classroom Environment Of Junior High School Students

Since the 1980 s,many scholars have paid attention to the influence of anxiety on foreign language learning.The research found that as a state of unease and fear during the period of learners’ use of foreign language,anxiety is one of the most crucial reasons for foreign language academic records,which could be the most severe affective obstacle.The key to avoiding the negative influence on students’ learning caused by anxiety is to find out the reasons for excessive anxiety.Since classroom is the primary site for students’ English learning,the classroom environment is regarded as the pointcut to explore the correlation between English learning anxiety and classroom environment.The study is conducted among two hundred students by virtue of questionnaires.The students of Grade Three come from four classes in the junior high school of Yantai,Shandong Province.Two questionnaires,The English Classroom Environment Inventory of Junior High School Students and The English Input and the Processing and Output Anxiety Inventory of Junior High School Students,have been exploited.The study tries to answer the following questions:(1)What’s the correlation between students’ English learning anxiety and classroom environment?(2)What’s the correlation between students’ input anxiety and classroom environment?(3)What’s the correlation between students’ processing anxiety and classroom environment?(4)What’s the correlation between students’ output anxiety and classroom environment?Through data analysis,the major findings are as follows:(1)English learning anxiety has a significant low correlation with physical,social and psychological environments.(2)The input anxiety has a significant weak correlation with both physical and social classroom environment,in which the multimedia and students’ affinity are the main factors.(3)The processing anxiety has a significant low correlation with social and psychological classroom environments,in which teachers’ support,students’ affinity,the class order,the collaboration atmosphere and the task orientationare the primary reasons.(4)The output anxiety has a significant low correlation with both physical and psychological classroom environments,and it has a significant high correlation with social classroom environment,in which the seating arrangement,teachers’ support,students’ affinity,the collaboration atmosphere,the task orientation and the class order are the leading causes.