A Study Of The Relationships Among Foreign Language Learning Anxiety,Metacognitive Strategy And Foreign Language Learning Achievement

Foreign language learning anxiety has been widely concerned by language researchers so far.At present,anxiety research in second language learning has received considerable attention at home and abroad.Researchers at home and abroad have shown that different forms of anxiety sometimes promote second language learning through a number of empirical studies,but most studies shows that foreign language learning anxiety has a negative effect on language learning(Yu Weihua,Shao Kaiqi,Xiang Yizhen,2015;Zhu Xiaoyan,2014).Although some researchers also try to give some suggestions to reduce the anxiety of students in foreign language learning,most of researchers focus on reducing anxiety through emotional factors.Language learning strategies and language anxiety are closely related to language learning.Some researchers(Eysenck,1979;Tobias,1986)note that anxiety leads to cognitive disturbances in the learning process.Metacognitive strategy is an important part of learning strategy,metacognitive strategy can help learners to understand and use other learning strategies.Wen Qiufang(2003)pointed out that the success of learners depended largely on the success or failure of metacognitive strategies.There are many studies on the impact of metacognitive strategies on foreign language learning at home and abroad,but there are few empirical studies on the relationship between metacognitive strategies and anxiety in foreign language learning.Therefore,the author believes that the relationship among foreign language learning anxiety,metacognitive strategies and foreign language achievements needs further study.In order to explore the relationship among foreign language learning anxiety,metacognitive strategies and foreign language achievement,The author used questionnaire survey method to conduct a questionnaire survey of 85 students from a high school class in a middle school in Hebei Province.Through the analysis of the data,the following questions are discussed:(1)Are there any significant differences between different levels of anxiety students and their English achievement?(2)Arethere any significant differences between different levels of metacognitive strategy usage and their English achievement?(3)What is the relationship among foreign language learning anxiety,metacognitive strategy and foreign language learning achievement?The survey results are as follows:(1)Students with different anxiety levels have significant differences in English scores.(2)There are significant differences in English scores among students who use different metacognitive strategies.(3)There is a significant negative correlation between foreign language learning anxiety and the use of metacognitive strategies.The students with higher foreign language learning anxiety use less metacognitive strategies.There is a significant negative correlation between foreign language learning anxiety and foreign language learning achievement.There is a significant positive correlation between metacognitive strategies and foreign language learning achievement.The author explores the relationship among foreign language learning anxiety,metacognitive strategies and foreign language learning achievement in order to hope that this study will enable teachers to gain a better understanding of the use of metacognitive strategies and foreign language learning anxiety in foreign language teaching and to help students learn foreign language better.