Research On English Learning Anxiety Of Senior High School Students From The Perspective Of Core Literacy

The New English Curriculum Standards for Senior High Schools(2017,revised in 2020)clearly puts forward the requirements and importance of cultivating students’ emotional attitudes and improving students’ core English literacy.In the process of foreign language learning,learners will be affected by various emotional factors,and anxiety is one of the main factors affecting foreign language learning.If students’ anxiety is handled improperly,it will frustrate their learning confidence,and affect the cultivation of students’ core qualities.English learning anxiety is a kind of unique anxiety that accompanies the process of English learning.Moreover,anxiety is a common emotion in the process of English learning.A large number of studies have proved that English learning anxiety is negatively correlated with English performance,and anxiety will hinder students’ learning process.The pressure from the college entrance examination and parents has a great impact on students’ psychology,aggravating their English learning anxiety.In view of this,this study intends to conduct an in-depth investigation and research on the current situation and causes of high school students’ English learning anxiety,and is committed to exploring countermeasures to alleviate their English learning anxiety,so as to effectively relieve their learning anxiety,improve their language ability and learning ability,and improve their English core quality.The purpose of this study is to explore the following questions:(1)What is the current situation of English learning anxiety among high school students?(2)What factors affect high school students’ English learning anxiety?(3)What measures can be taken to reduce high school students’ English learning anxiety and improve their core English literacy?Based on Krashen’s emotion filtering hypothesis and humanistic psychology,190 students from four classes of Grade Two in Zhangjiakou No.6 Middle School were randomly selected as the research subjects,and quantitative and qualitative research methods were combined.The quantitative study was conducted by questionnaire using Horwitz’s Foreign Language Classroom Anxiety Scale.The qualitative research consisted of interviews with 8students in four classes and classroom observation in four classes.Through data collection,analysis and discussion,this study found that,first of all,high school students’ English learning anxiety is common,and the degree of it is at a medium level,and negative evaluation anxiety is the most important form of it.Secondly,there are many factors for high school students’ English learning anxiety,including: 1.Teachers’ error correction methods,improper classroom questioning strategies,improper teaching modes and evaluation methods.2.Students’ fear of communication,fear of examination,fear of evaluation,lack of interest and confidence in English learning,and their inadaptability to the change of learning form and the reason of their own personality.3.Parents’ neglect of children’s emotional education and high expectations for their children’s studies.Finally,based on the analysis of the phenomena and causes of English learning anxiety,this study explores some countermeasures to alleviate the anxiety of high school students,such as:1.Teachers:(1)help students analyze the causes of anxiety and face anxiety;(2)infiltrate students with positive self-regulation strategies;(3)teach students language learning strategies and organize their cooperative group learning;(4)create a relaxed and harmonious English learning environment;(5)optimize the questioning strategy and assign learning tasks reasonably.2.Students:(1)correctly recognize the anxiety and adopt positive self-regulation strategies;(2)overcome the fear of inferiority and establish a harmonious relationship between teachers and students;(3)correctly view and actively play the role of examination to effectively relieve test anxiety;(4)change learning concepts and adjust learning strategies.3.Parents:(1)pay more attention to the psychological state of children to help them relieve learning anxiety;(2)respect and treat children equally to establish a good parent-child relationship;(3)give children reasonable expectations and be good at encouraging education.