A Study On The Relationship Between English Learning Results And Anxiety Of Rural Middle School Students

Anxiety is quite of the affective factors that most pervasively obstructs the FL learning. Anxiety attracts more and more academic concerns of foreign or second language teaching worlds . This study, involving 863 subject students from four rural middle schools in Huachi County, explored the relationship between English learning results and anxiety.Different from previous researches most of which merely examine subjects in universities and middle schools in cities.The investigation aims to find out the levels of English learning anxiety of the subjects and foster students' healthy, active affective factors in the process of English teaching and learning, and to develop the students both in cognitive and affective sides in rural middle schools.The present paper is made up of six parts. Part one starts with a brief introduction to the aims and significance of this investigation, followed by the definitions of anxiety, language anxiety and other key terms involved. In Part Two,we present the representative theories of anxietyjanguage anxiety and a survey of research in this regard at home and abroad. The third part introduces the theories involved in this investigation. Based upon Krashen's theory of affective filter hypothesis. In part four, we first advance the hypotheses, then provide some information concerning the subjects, instruments as well as the procedure of the investigation.Part Five concerns itself with data analysis and discussion which falls into three steps: at the outset, to understand the general distributive tendency of the data involved, descriptive analyses are made of the data concerning English learning results and language anxiety: then, t-two-tailed test is made to find out the grade variation, gender variation in English learning results and levels ofanxiety; Finally, correlation analysis is conducted to understand the relationship between English learning results and levels of anxiety under discussion in respective regard. The thesis ends with Part Six which contains the conclusions and implications of the investigation. Limitations of this investigation are presented in this part.Based upon the results of data analysis, we conclude that: (1) In rural middle schools, there are extremely significant correlation of English learning results and English learning anxiety. (2) In rural middle schools, there are significant differences between grades, genders in English learning resultsand English learning anxiety. In senior middle schools, the male students have higher levels of English learning anxiety than the female students. (3) In rural middle schools, for the senior middle school students, their English learning results increase with the students' grade increasing, but for the junior middle school students, their English learning results decrease with the students' grades increasing. In the respect of English learning anxiety, the levels of English learning anxiety decrease as the students' grades increase for the senior male students.