About the effect of learning anxiety, MacIntyre and Gardner (1991) further analyzed the anxiety mechanisms in different stages during language learning process. On the input stage, anxiety is just like a wall which prevents some information into the cognitive processing system; on the stage of information processing, anxiety affects the speed and quality of language learning; on the output stage, anxiety has influence on the quality of language communication. Oxford (1999) pointed out that the factors of foreign language anxiety producing is likely to be both the learner's inpidual factors, and also be a way of learning and teaching methods, such as self-esteem, tolerance of fuzzy phenomenon, adventurous spirit, competition, social contact, testing, sense of identity and cultural differences, beliefs, classroom activities and teaching methods, and interaction between teachers and students, etc. 

Young (1993) analyzed six causes that may lead to anxiety: anxiety caused by inpiduals and inpiduals between others such as competition; learners' view of language learning; teachers' perceptions of language teaching; the communication between teachers and learners; class activities and language testing. And as for the teachers’ perceptions of language teaching, it means that if the teachers just regard themselves as a role to constantly correct the students’ mistakes in every aspect every time, then learning anxiety will be caused in the classroom. According to the social interaction theory, the teacher is the mediator between students’ classroom learning and learning results. And the forms of the classroom teaching feedback are important to provide intermediary help. The classroom feedback includes the positive one to students’ correct answers, such as approving, praising and the negative like error correction, which in foreign language class, is one of the important means of students’ cognitive and emotional development.