The Current Situation And Intervention Research Of Junior High School Students' Anxiety In Oral English Learning

In daily teaching,we have found that students often suffer from anxiety when they communicate in spoken English.Foreign language anxiety(FLA)is a kind of anxiety and fear in the process of language learning,and it has a significant negative impact on students' second language acquisition,especially oral English learning.This study is based on three classes with identical origins and levels in Grade 1 of Nanjing Xuanwu Foreign Language School.By carrying out the questionnaire survey and individual interview,the overall process of junior high school students'anxiety in oral English learning,the relationship between degree,oral English anxiety and oral English proficiency and the factors causing oral anxiety were studied The results show that:(a)Oral English anxiety of junior high school students is quite common,but has no significant correlation with gender;(b)There is a significant negative correlation between junior middle school students' Oral Anxiety and their oral performance;(c)Factors causing oral anxiety mainly include the English classroom environment,teachers' teaching methods,teachers' evaluation and correction methods,students' oral proficiency,students' pre-class preparation,students' personality factors and students' self-perception.On this basis,this study aims at students' oral English anxiety and takes some intervention measures in teaching strategies for students in one of the classes,and tests their feasibility and effectiveness.Finally,it explores feasible countermeasures to alleviate and reduce students' oral English learning anxiety:(a)Teachers should strive to improve teaching methods,enhance students' interest in English learning;(b)Teachers should pay attention to improving teaching methods,cultivating students'interest in learning English;(c)Teachers should implement teaching strategies of group cooperative learning to enhance students' self-confidence and academic achievement;(d)Teachers should encourage students to read and recite more to increase language input and effectively improve their oral English proficiency;(e)Teachers should adopt multiple evaluation and delayed evaluation methods and scientific error correction methods,encourage students' advantages and progress,and enhance students' confidence in oral expression;(f)Teachers should guide students to gradually form an objective and positive self-evaluation consciousness,enhance their self-confidence in English learning and reduce their anxiety in oral English.Therefore,in junior high school English teaching,it is necessary for teachers to use the teaching strategies above to alleviate junior high school students' anxiety in spoken English and effectively improve junior high school students' spoken English.