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摘要在第二语言习得过程中，习得者的学习结果易受到情感因素的影响。其中，焦虑是最突出的一个情感因素。高中生在英语学习时存在不同程度的焦虑。通过问卷调查，本研究调查了高中生英语学习中的焦虑情况，分析产生这些焦虑的原因，并提出相应的策略来解决存在的问题。通过这次调查研究，可以使高中生更好的意识到自己在英语学习方面存在的焦虑问题，从而帮助他们提高英语水平。24872
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毕业论文关键词：语言焦虑；原因；解决策略
Abstract In the process of second language acquisition，the learning results are susceptible to be influenced by the learner’s emotional factors, and anxiety is the most prominent emotional factor. There are different degrees of anxiety for high school students in their English learning. Through the questionnaire, this study investigates the anxiety of high school students in English learning situation, then analyzes the causes for these anxieties, and puts forward the corresponding strategies to solve the existing problems. It helps high school students be aware of their problems of language anxiety better through the study, so as to help them improve their English level.
Key words: language anxiety; the causes; strategies
Contents
摘 要 i
Abstract ii
I. Introduction 1
Ⅱ. Definition and Classification of Anxiety 2
2.1 Definition of Anxiety 2
2.2 Foreign Language Anxiety 3
2.3 Different Types of Foreign Language Anxiety 3
Ⅲ. The Present Situation and the Causes of the Language Anxiety 4
3.1 The Present Situation of the Language Anxiety 4
3.2 The Cause of Language Anxiety 5
Ⅳ. Some Strategies for Alleviating Language Anxiety 8
4.1 Changing the Beliefs about English Learning 8
4.2 Creating Relax and Pleasant Learning Atmosphere 9
4.3 Adopting Cooperative Learning Strategy 11
Ⅴ.Conclusion 12
Bibliography 14
Appendix 15
Acknowledgements 18
Research on the Causes of the English Learning Anxiety among Senior School Students and Strategies for It
I. Introduction
English learning anxiety is one of the most important factors affecting senior students’ language learning. This paper mainly focuses on the causing factors of learning anxiety and a series of strategies for alleviating language anxiety, aiming at improving the ability of English learning. Through studying the causing factors among high school students, the teachers can pay special attention to decreasing students’ language learning anxiety. So, the paper has strong practical significance to help the students overcome their inferiority psychology, to strengthen their confidence, to raise their interest in learning English and improve their intercommunication ability. In addition, this paper will have great significance in guiding teachers to reach a better way getting students to master basic language knowledge and skills. And the most important one is that this study may make the students benefit both in physical and mental health.
Up to now, many papers have been published on the investigation and analysis of the causing factors of language anxiety. These papers also analyze the strategies for alleviating language anxiety and provide corresponding strategies to help improve English major students’ language learning. Horwitz &Coperh have outlined a theoretical framework for the investigation of levels of foreign language students’ anxiety. The framework contains three components: communication apprehension, test anxiety and fear of negative evaluation. Ganschow and Sparks also use FLCAS (Foreign Language Classroom Anxiety Scale) to examine the relationship between anxiety and native language skill and language aptitude.