A Study On The Alleviation Of Junior High School Students’English Learning Anxiety

In the process of English learning, the learning outcomes of learner are easy to be affected by the learners’own affective factors. The relative studies showed that positive emotions contribute to the learning, while the negative emotions impede the learning. In the High School English Curriculum Standards, the key point to learn English successfully for students is to keep positive learning passion and keen interest. However, in the process of teaching in high school, lots of students lost interesting of English learning and became anxious. Students’learning anxieties are not paid enough attention to. Facing the massive stress of helping more and more student get good grades and successfully enter the higher school, high school teachers have not enough time and energy to concern the inner feeling of the students in the process of leaning or they just think it is not equal important as the knowledge itself. At Senior High School, the teachers should design feasible teaching strategies to release the students’English learning anxiety.The purpose of this thesis is to find the real reasons of students’ English learning anxiety and design feasible teaching strategies to help the learners reduce their English learning anxiety. This study is concerned with the English learning anxiety of the students in No.4Junior High School of YingXian in China. In order to know the students’present English proficiency levels and English learning anxiety levels, the present writer has tested the students’ English proficiency level and their English learning anxiety level by a text paper and a questionnaire. Both the text paper and the questionnaire were proved to be reliable. Besides, an interview was made and it aimed to get detailed information about what underlying factors (two of high anxiety, two of average anxiety and two of low anxiety) were picked out to be interviewed. Then, proper teaching strategies was conducted to release the students’ English anxiety level. The whole process lasts for four months. At last the writer made a study whether the strategies are effective based on the results of the comparing the first and second questionnaires and the test papers. It was found outthat the majority of the students are suffering English learning anxiety at different degrees andthe relationship between language learning anxiety and English proficiency is negative. Thereasons lead to the students’ Language learning anxiety can be various. That can besummarized into five categories: fear of making mistake, fear of understanding, fear ofnegative evaluation, fear of test mistake and fear of communication apprehension, amongwhich the fear of negative evaluation takes great percentage and it has significant effect on thestudents in classroom learning. The previous series of teaching strategies the present writerhave used to reduce the students’ English learning anxiety have been proved effective toalleviate language learning anxiety. The students’ English proficiency levels also improved,but the improvement was not significant.