声明
Acknowledgement
Abstract
摘要
Contents
1.Introduction
1.1 Background of the study
1.2 Purposes and significance of the study
1.3 Organization of the thesis
2.Literature Review
2.1 Anxiety
2.2 Foreign language anxiety
2.2.1 Definition of foreign language anxiety
2.2.2 Types of foreign language anxiety
2.2.3 Measurement of foreign language learning anxiety
2.3 Theoretical basis of foreign language anxiety research
2.3.1 The Affective Filter Hypothesis
2.3.2 The Input Hypothesis
2.3.3 Humanistic Theory
2.3.4 Constructivism Theory
2.4 Studies of foreign language anxiety
2.4.1 Studies abroad
2.4.2 Studies at home
3.Research Methodology
3.1 Research questions
3.2 Instrument and subjects
3.3 Procedures
3.4 Data collection and analysis
4.Results and Discussion
4.1 English learning anxiety level of students
4.2 Relationship between English learning anxiety and English achievements
4.3 Sources of English learning anxiety
4.4.1 External sources
4.4.2 Internal sources
4.4 Solutions adopted by students and advice for English teacher
5.Implications
5.1 External strategies
5.1.1 Creating a pleasant and relaxing learning environment
5.1.2 Changing teachers’ beliefs and improving teaching methods
5.1.3 Improving classroom evaluation and reducing students’ language test anxiety
5.1.4 Adopting cooperative learning
5.1.5 Supports from family
5.2 Internal strategies
5.2.1 Changing students’ beliefs and enhancing their self-confidence in English learning
5.2.2 Helping students keep the facilitating anxiety
6.Conclusion
6.1 General findings
6.2 Limitations of the study
6.3 Suggestions for the future studies
References
Appendix