An Investigation And Intervention Study On Foreign Language Learning Anxiety Of Pupils

Foreign language learning anxiety(FLLA)refers to learners' anxious emotions such as worry,tension and restlessness occur in the process of learning and using a foreign language.Its universality and negative effects have been verified by numerous studies.This paper studies the influencing factors of pupils' FLLA and the effectiveness of struggle story intervention in FLLA in primary schools.This paper aims at pupils from Grade 3 to 6,studies their FLLA and intervenes pupils of middle and high leveled FLLA in Grade 5 with struggle stories.Study 1:an investigation of current situation of pupils'FLLA with Foreign Language Classroom Anxiety Scale(FLCAS).The study sorted out and analyzed the current situation of pupils'FLLA,and explored the effect of pupils' gender,grade,perception of parents' and teachers' requirements of English learning,self-perception of English ability,English achievement on FLLA.Study 2:an intervention of pupils' FLLA with struggle stories.Students with high leveled FLLA in Grade 5 were selected and randomly divided into experimental group(N=28)and control group(N=28).The intervention lasted 7 weeks and 45 minutes per week for participants in experimental group to read and discuss the struggle stories about celebrities learning English,while participants in control group just attended routine English learning without intervention.Through intervention with struggle stories,the students in experimental group were able to reinterpret their dilemma and failure,acquire new English learning strategies,thus reducing their FLLA.Results showed that:(1)about 70%of pupils exist FLLA;(2)no significant difference exists in pupils' FLLA in terms of gender,but the level of FLLA of the senior grade(Grade 5 and 6)was significantly higher than that of the middle grade(Grade 3 and 4);(3)significant differences exist in FLLA among students with different perceptions of their fathers' requirements of English learning;(4)significant differences exist in FLLA among students with different perceptions of their mothers' requirements of English learning;(5)significant differences exist in FLLA among students with different perceptions of their teachers' requirements of English learning;(6)self-perception of English ability was negatively correlated with FLLA:(7)English achievement was also negatively correlated with FLLA;(8)reduction of FLLA in experimental group was more significant than that of control group.Conclusions:(1)pupils have trouble with FLLA,which is negatively correlated with English performance;(2)grade,pupils' perception of parents' and teachers' requirements of English learning,self-perception of English ability affect FLLA;(3)Struggle stories can effectively reduce students' FLLA.Suggestions:(1)attention should be paid to pupils' FLLA;(2)parents and teachers should put forward requirements for pupils' English learning;(3)struggle stories about celebrities learning English can be used to intervene FLLA of pupils.