OPTIONS IN COPING WITH FOREIGN LANGUAGE CLASSROOM ANXIETY

This thesis is a project on foreign language classroom anxiety. Since Krashen put forward the affective filter hypothesis, more and more concern has been paid to the anxiety problem by foreign language educators and researchers at home and aboard. Among them, one qualitative research in Reticence and Anxiety in Second Language Learning by Amy B. M. Tusi stood out and received much attention. My project intends to justify the causes for foreign language classroom anxiety and corresponding strategies, based on the research of Amy B. M. Tusi (1985). The subjects in Tsui's project are English teachers in secondary school. Little research has been done on non-English-major students in the general university of technology in mainland of China. Therefore, this thesis will provide some practical data and suggestions for the research in this field. The whole thesis consists of five chapters. The first two chapters mainly discuss the definition, the causes of foreign language classroom anxiety and current research in this field. The third and the fourth parts focus on the research in this thesis: objects, subjects, instruments, methodology and data results and analysis. The study shows that because of the difference in English proficiency level, style of cognition, culture, and educational background among students, five factors and five strategies for foreign language classroom anxiety proposed by Amy B. M. Tusi only fit some students in college English class. Based on the data results, five personal proposals are put forward, and I hope these proposals will provide some options for practicing English teachers of non-English-major instruction in the general university technology to cope with foreign language anxiety.

A Brief Analysis About the Function of the Communicative Approach -- It Can Lighten Classroom Anxiety in Foreign Language Teaching

Classroom Anxiety is very common and to some extent it influences students＇ achievements in foreign language learning. So, how to solve this problem in order to help students have a good performance in foreign language learning is a very urgent issue. According to the writer＇s study, communicative approach is an effective method to deal with it.

Foreign Language Enjoyment and Anxiety:Associations With General and Domain-Specific English Achievement

Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.

ANXIETY IN THE FOREIGN LANGUAGE CLASSROOM

Introduction With the rapid growth in international communication, English is becoming more and more important. The urgent task for English teachers, is to apply knowledge gained from educational psychology research to make teaching more efficient. For this purpose, anxiety, an important psychological phenomenon in foreign language learning, is discussed in this article. First anxiety will be defined to build up a clear concept of its origin and its nature. Then its effect on foreign language learning will be analysed. A few suggestions for teachers will be presented at the end.