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1、摘要本文首先回顾了以往的关于语言焦虑的症状，并且设计了一套关于语言焦虑产生原因的实验。然后在高中中进行了课堂观察和问卷调查，根据实验的结果分析总结出了语言焦虑产生的两个主要部分原因：教师方面的原因，学生方面的原因。之后对特定的学生进行了交流，通过交流和之前的实验的结果进一步分析出了一套针对老师和学生两方面的解决策略。关键词：语言焦虑；课堂观察；解决策略ABSTRACTThis paper first has a literature review on the symptoms of language anxiety, and designs a series of survey on the
2、 causing factors of language anxiety. It then has a survey based on classroom observations and questionnaires to the students. Based on the results of the survey, it sums up the two main causing factors of language anxiety after the analysis: the causes of foreign language teachers and the causes of
3、 foreign language learners. It finally has some interviews with some specially designated students. According to the interviews and the results of the survey, it sums up a series of strategies for alleviating language anxiety.矚慫润厲钐瘗睞枥庑赖。Keywords：language anxiety;observations; strategies中国最大的论文知识平台Co
4、ntents1. Introduction2聞創沟燴鐺險爱氇谴净。2. Definition of Language Anxiety3残骛楼諍锩瀨濟溆塹籟。2.1 Literature Review3酽锕极額閉镇桧猪訣锥。2.2 Symptoms of Language Anxiety3彈贸摄尔霁毙攬砖卤庑。3. A Survey Based on Classroom Observations6謀荞抟箧飆鐸怼类蒋薔。3.1 Observations of Classroom Teaching6厦礴恳蹒骈時盡继價骚。3.2 A questionnaire to the students8茕桢广鳓
5、鯡选块网羈泪。3.3 Data Collection8鹅娅尽損鹌惨歷茏鴛賴。3.4 Data Analysis9籟丛妈羥为贍偾蛏练淨。4. Potential Language Anxiety Causing Factors15預頌圣鉉儐歲龈讶骅籴。4.1 The Causes of Foreign Language Teachers15渗釤呛俨匀谔鱉调硯錦。4.2 The Causes of Foreign Language Learners18铙誅卧泻噦圣骋贶頂廡。5 Some Strategies for Alleviating Language Anxiety19擁締凤袜备訊顎轮烂蔷。
6、5.1 Some Strategies to Teachers19贓熱俣阃歲匱阊邺镓騷。5.2 Some Strategies to Learners22坛摶乡囂忏蒌鍥铃氈淚。6. Conclusion25蜡變黲癟報伥铉锚鈰赘。Acknowledgements26買鲷鴯譖昙膚遙闫撷凄。References27綾镝鯛駕櫬鹕踪韦辚糴。Appendix31驅踬髏彦浃绥譎饴憂锦。Appendix32猫虿驢绘燈鮒诛髅貺庑。1. IntroductionLanguage anxiety is fear or apprehension occurring when a learner is expected
7、 to perform in the second or foreign language15176. This anxiety is linked directly to performing in the target language, so it is not a general performance anxiety. Language anxiety ranks high among factors influencing language learning, regardless of whether the setting is informal or formal 3257锹
8、籁饗迳琐筆襖鸥娅薔。Intricately intertwined with self-esteem and inhabitation and risk-taking, the construct of anxiety plays an important affective role in second language learning. Anxiety is almost impossible to define in a simple sentence. It is associated with feelings of uneasiness, frustration, self-do
9、ubt, apprehension,a vague fear. We all know what anxiety is and we all have experienced feelings of anxious. How does this construct relate to second language learning? Any complex task we undertake can have elements of anxiety in it, aspects in which we doubt our own abilities and wonder if we will
10、 indeed succeed. Second language learning is no exception of complex tasks that are susceptible to our human anxieties. 構氽頑黉碩饨荠龈话骛。In the field of Foreign Language Teaching along with the development of psycholinguistics, the emotional aspect of learners is receiving increasing concern in addition t
11、o the cognitive aspect. Of a multiplicity of affective elements that influence foreign language learning, language anxiety is the one that cannot be overlooked. Researchers have studied the effects of anxiety on foreign language learning since the 1970s, and negative correlations between language an
12、xiety and foreign language learning have already been discovered832. Language anxiety is an awful feeling for language learners and it in turn hampers their potential for foreign language learning. With a view to tackling this thorny problem, the author of the present paper examines language anxiety
13、 as well as its effects on foreign language learning, with a focus on the exploration of language anxiety-causing factors in high-school classroom. 輒峄陽檉簖疖網儂號泶。Students low self-esteem, low degree of ambiguity-tolerance, competitiveness and their personality are all interrelated with the occurrence o
14、f foreign language anxiety459. Instead of analyzing language anxiety from these facets, the author of this paper looks into the problem from a new angle. High-school foreign language teachers, who lead students to the door of knowledge and guide them to explore in the fascinating world of language,
15、also play an important role in the foreign language learning process of students. 尧侧閆繭絳闕绚勵蜆贅。2. Definition of Language Anxiety2.1 Literature ReviewWhen learning a new language, we may experience a kind of worry known as language anxiety. This mental state is defined as “the fear or apprehension occu
16、rring when a learner is expected to perform in the second or foreign language”15176. Regardless of whether the setting is formal or informal, language anxiety ranks high among factors influencing foreign language learning. language anxiety is similar to communication apprehension defined as “an indi
