Study On The Current Situation And Countermeasures Of English Learning Anxiety Of Senior Students In Rural Primary Schools

In the 1970 s,the second language acquisition theory proposed by the scholar Krashen made people pay extensive attention to the anxiety factors affecting foreign language learning.At the beginning of the 21 st century,the outline of basic education curriculum reform issued by the Ministry of education stressed that "we should highlight the dominant position of students in basic curriculum and pay practical attention to students’ emotional experience in learning,that is,whether students can adjust and dominate their learning emotions by themselves".In 2012,the English curriculum standard for compulsory education(2011 Edition)issued by the Ministry of education clearly pointed out that "students can feel the fun of English learning and actively participate in various classroom learning activities".There is no doubt that the emotional attitude of being happy to learn and good at learning is particularly important in foreign language learning.As an important affective factor affecting the effect of second language acquisition,anxiety should be widely concerned by Chinese scholars.However,at present,Chinese scholars’ research on English learning anxiety is mainly concentrated in the two stages of middle school and university.There are relatively few studies on primary school students’ English learning anxiety,and there are few studies on rural primary school senior students’ English learning anxiety.Based on this,based on the theories of self difference theory,affective filtering hypothesis,humanism theory and language input hypothesis,this study comprehensively adopts the research methods of questionnaire survey,interview and classroom observation,and takes 120 fifth and sixth graders from six rural primary schools in F City as the survey object to comprehensively reveal the current situation of English learning anxiety of senior students in rural primary schools,This paper deeply analyzes the main factors affecting the English learning anxiety of senior students in rural primary schools,and tries to put forward effective suggestions to alleviate the English learning anxiety of senior students in rural primary schools.The conclusions are as follows:(1)The overall level of English learning anxiety of senior students in rural primary schools is general.Among them,students’ English test anxiety level is high,and English communication anxiety and English negative evaluation anxiety are at the general level.(2)There are significant differences in English learning anxiety among different personality groups;There is no significant difference in English learning anxiety between male and female students;There is no significant difference in English learning anxiety among students of different grades.(3)Students’ improper preview methods,failure to use reasonable communication strategies,improper teaching methods of rural primary school English teachers and schools’ failure to pay attention to the construction of rural primary school English teachers are the main reasons for the English communication anxiety of senior students in rural primary schools.(4)Students do not formulate reasonable review methods,English teachers in rural primary schools use a single evaluation method,parents’ high expectations,backward educational ideas and schools do not create a relaxed learning environment are the main reasons for the English test anxiety of senior students in rural primary schools.(5)Students’ self-evaluation of English learning is too low,English teachers in rural primary schools do not build a harmonious relationship between teachers and students,single questioning methods and improper error correction methods are the main reasons for the anxiety of English negative evaluation of senior students in rural primary schools.In order to alleviate the English learning anxiety of senior students in rural primary schools,this paper puts forward the following suggestions:(1)In order to alleviate students’ English communication anxiety,rural primary school English teachers should not only help students formulate reasonable English preview methods and improve their English learning foundation,but also use a variety of teaching methods to mobilize students’ interest in English learning,but also help students use appropriate communication strategies in English classroom.In addition,schools should pay attention to the construction of English teachers in rural primary schools.(2)In order to alleviate students’ English test anxiety,rural primary school English teachers should not only help students formulate reasonable review methods,but also change the single evaluation method of "score only theory";Parents should change their educational ideas and change the idea of emphasizing scores over ability;The school should create a relaxed and pleasant English learning environment for students and hold special lectures before the English examination.(3)In order to alleviate students’ anxiety about English negative evaluation,rural primary school English teachers should not only help students improve their self-confidence,but also build a harmonious relationship between teachers and students,use correct error correction skills and change the way of classroom questioning.