| More and more researchers have realized the importance of emotional factors in the process of second language learning. Among those emotional factors, anxiety plays an important role. But the researches of anxiety both home and broad mainly focus on adults or university students. After 3 popular periods of learning English in China, many cities in China began to study English course from kindergarten or primary school. This thesis aims to investigate the anxiety situation in middle school after learning English for some years. The thesis researches the students in Grade 8 in a Middle School in Anhui province, and analyses the main questions as follows:1) What is the anxiety situation among Grade 8 students in this school?2) What is the correlation between English score and learning anxiety in this school?3) Is there a difference between male and female students on anxiety degree in English learning procedure?4) Is there a difference among high level, medium level and low level students on anxiety degree during the process of learning English? The thesis adopts the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz to begin a questionnaire test and interview the students in Grade 8, the results indicate that:1) The anxiety degree in this Middle school is lower than the research result by Horwitz; 2) There is a negative correlation between English score and studying anxiety among students in Grade8; 3) There is no significant difference between male students and female students in Grade8; 4) There is a significant difference between high level students and low level students; and there is a significant difference between medium level students and low level students; but there is no significant difference between high level students and middle level students on anxiety issue among Grade8 students. Based on the research, the writer puts forward some measures for English educators in Middle school to reduce the anxiety situation in English learning.The measures include:1) Regarding anxiety as a reasonable situation for the English learners; 2) Keeping pace with the times and discovering the anxiety among students; 3) Using encouragement; 4) Creating a relaxed atmosphere; 5) Helping students to find the suitable learning target; 6) Setting the self-efficacy of the students in English class. |
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