The Influence Of Teacher Questioning On Foreign Language Learning Anxiety In English Classroom And Its Countermeasures

With the development of Humanistic Psychology and Second Language Acquisition, language researchers and scholars are becoming more interested in studying the influence of learner's affective factors on their language study. Of all the factors, anxiety is the one that is studied widely. In China, most students learn English in the classroom, which is a special place and environment that may easily generate anxiety. While in this special teaching setting, it is teacher who spends a lot of time in asking questions. Teacher's questions are the factors that can cause students anxiety easily. All the factors, such as the ways to raise questions, the types of questions and how the teacher corrects students' errors and gives feedback, may arouse students' anxiety and thus impeding their language learning.With the guidance of Humanistic psychology, Second Language Acquisition theory and Constructivism Theory, the study was done with the participation of 118 Junior school grade one students and 2 teachers in NO.4 middle school, Qiaoxi District, Xingtai, Hebei province. With the help of the research methods like questionnaires, interview and classroom observation, the study has three objectives: first, find out the relationships between teacher questioning and students' anxiety; second, sum up the shortcomings in raising questions; third, provide some pedagogical implications and suggestions to improve teaching quality and moderate student's anxiety when raising questions. After the study, it is hoped that students' anxiety can be alleviated and a better language environment can be created for students.Based on the analysis of questionnaires, interviews and classroom observation, the following suggestions are put forward: first, create a democratic classroom environment and prolong the wait time for students; second, present positive feedback and expand students' participation in the classroom; third, improve teacher's methods of question raising and errors correcting properly; fourth, take students' affective factors into consideration and design appropriate questions.