文摘
英文文摘
List of Tables
List of Figures
List of Abbreviations
Chapter 1 Introduction
1.1 Research Background
1.2 Purpose of the Study and Research Questions
1.3 Significance of the Research
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Anxiety
2.1.1 Definitions of Anxiety
2.1.2 Classifications of Anxiety
2.2 Foreign Language Anxiety
2.2.1 Definitions of Foreign Language Anxiety
2.2.2 Classification of Foreign Language Anxiety
2.2.3 Sources of Foreign Language Anxiety
2.2.4 Scales for Measuring Anxiety (FLCAS)
2.3 Effects of Foreign Language Anxiety
2.3.1 Facilitative Anxiety
2.3.2 Debilitative Anxiety
Chapter 3 Research Methodology
3.1 Questionnaire
3.1.1 Subjects
3.1.2 Foreign Language Classroom Anxiety Scale (FLCAS)
3.2 Interviews
3.3 CET-4 Scores
3.3.1 The Construct of CET-4
3.3.2 CET-4 Scores of the Subjects
3.4 Procedures
3.4.1 Questionnaire
3.4.2 Interviews
Chapter 4 Results and Discussion
4.1 Anxiety Level
4.2 Four Subscales of English Classroom Anxiety
4.2.1 Communication Apprehension (CA)
4.2.2 Test Anxiety (TA)
4.2.3 Fear of Negative Evaluation (FNE)
4.2.4 General Anxiety (GA)
4.3 Relationship between Anxiety, Gender and Region
4.3.1 Information of Subjects' Gender and Region
4.3.2 Anxiety between Genders
4.3.3 Anxiety between Subjects from City and Countryside
4.4 Correlation between Anxiety and English Learning Achievement
4.4.1 Correlation between Anxiety and CET-4 Total Scores
4.4.2 Correlation between Anxietyand Different Aspects in CET-4
4.5 Consequences of English Classroom Anxiety
4.6 Findings of Interviews
4.7 Discussion for Coping with ELA
4.7.1 Establishing a Comfortable Language Environment
4.7.2 Decreasing Language Testing Anxiety
4.7.3 Encouraging Students' Oral Output
4.7.4 Correcting Oral Errors in Classroom Appropriately
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.3 Limitations of the Present Research
References
Appendix 1
Appendix 2
Appendix 3
Acknowledgements
Resume
