A Study On Teaching Intervention Strategies For Postgraduate English Learning Anxiet

As a complex psychological emotion,English learning anxiety is an individual’s emotional experience of tension,nervousness and worry in the process of learning and using English.It can affect learner’s learning behavior,outcomes,and physical and mental health.And it is caused by a variety of reasons or sources.Graduate education is the main way to train high-level talents.Graduate students’ English learning anxiety is closely related to the improvement of their learning level and ability.In recent years,the research on foreign language anxiety has received widespread attention and more concern from scholars at home and abroad.However,throughout the field of foreign language anxiety research,there are still some shortages and limitations,such as,a single perspective of conceptual research,different dimensions in the structure of foreign language anxiety,incomprehensive and superficial research in influencing factors,inexact research methods,and the lack of effective strategies for relieving anxiety and intervention research,and so on.Especially in the influencing factors and teaching interventions of graduate students’ English learning anxiety in western China,there is still lack of systematic theoretical and empirical basis.Therefore,based on the existing research in foreign language anxiety,this study comprehensively uses a variety of methods,such as survey,structured interview,natural experiment,case study,etc.in order to thoroughly and systematically carry out basic educational application-oriented research in graduate students’ English learning anxiety.It not only has important theoretical significance for enriching the research in foreign language anxiety and emotional psychology,but also involves important practical meaning in providing self-help resources for the improvement of graduate students’English level and their mental health,as well as effective ways for mental health education at universities.The specific empirical research is mainly carried out from the following three aspects:The first part focuses on the status quo of graduate students’ English learning anxiety.Graduate Students’ English Learning Anxiety Scale is compiled from the static perspective of traits and is used to conduct questionnaire survey into graduate students in western China,and structured interview is carried out to examine the current characteristics of graduate students’ English learning anxiety,which provides questionnaire and empirical evidence for subsequent targeted teaching intervention;The second part involves the empirical research on the influencing factors and differences of graduate students’ English learning anxiety.From the dynamic perspective of the state,the impact of the comprehensive factors including self,others,situations on English learning anxiety is comprehensively and systematically examined over the theoretical hypothesis about the influencing factors of graduate students’English learning anxiety and the result of structured interview,and through questionnaire survey and other research methods to conduct empirical research,which provides a realistic basis for subsequent experimental research of targeted teaching interventions;The third part centers around the application research on the teaching intervention strategies of graduate students’ English learning anxiety.According to the research basis and results of previous status quo research,influencing factors and difference research,teaching intervention strategies are constructed and Teaching Intervention Strategy Scale of English Learning Anxiety is compiled.A targeted group intervention program is formulated to alleviate the negative anxiety of graduate students’ English learning by providing on-site group intervention instruction and application,and case study.Through the empirical research mentioned above,this study has obtained the following main conclusions:1.The vast majority of graduate students have experienced English learning anxiety,and most graduate students’ English learning anxiety is at a moderate high level.The overall level of graduate students’ English learning anxiety is moderate.Among the four factors of English learning anxiety,the levels of test anxiety and fear of negative evaluation are moderate,while communication apprehension and anxiety to English class are at low level.The ascending order of the factors of English learning anxiety from low to high level is:anxiety to English class,communication apprehension,fear of negative evaluation and test anxiety.2.Graduate students’ English learning anxiety and its factors have significant differences in gender,graduation middle school,and English proficiency,but there is no significant difference in age,major,and age to start learning English;females are more anxious than males in fear of negative evaluation.It means that females are more worried about the negative evaluation from teachers or other classmates in English classroom.In communication apprehension,the anxiety levels of the graduate students who graduated from county middle schools and rural middle schools are significantly higher than that of the graduate students from urban middle schools.In terms of test anxiety,the anxiety level of graduate students from rural middle schools is significantly higher than that of the graduate students from county middle schools and urban middle schools.The levels of communication apprehension and test anxiety of the graduate students from urban middle schools are the lowest;with the improvement of graduate students’ English levels,their communication apprehension,test anxiety and overall anxiety gradually decrease,and the levels of communication apprehension,test anxiety and overall anxiety from high to low are,according to English proficiency,below CET4,CET4,CET6,above CET6;graduate students’ English learning anxiety is influenced by many factors,such as self,others,school and social situations and so on.3.The teaching intervention strategies constructed in this study for graduate students’ English learning anxiety have significantly alleviated the anxiety of the subjects from experimental group after the intervention experiment.Therefore,the results of the teaching intervention experiment in this study are generally effective.