文摘
英文文摘
声明
Acknowledgements
Chapter One Introduction
1.1 Research Background
1.2 Significance and purpose of the study
1.3 Layout of the thesis
Chapter Two Literature Review
2.1 Anxiety
2.1.1 Definition of anxiety
2.1.2 Classification of anxiety
2.2 Foreign language anxiety
2.2.1 Definition of foreign language anxiety
2.2.2 Components of foreign language anxiety
2.2.3 Facilitating and debilitating language anxiety
2.3 Research on Foreign Language Anxiety
2.3.1 Effect of gender on language learning anxiety
2.3.2 Effect of language proficiency on language learning anxiety
2.3.3 Relationship between language achievement and language anxiety
2.4 Theoretical foundation of the present study
2.5 Research questions of the present study
Chapter Three Research Methodology
3.1 Subjects
3.2Instruments
3.2.1 Questionnaire
3 2 2 Interview
3.2.3 College English Test Band 4
3.3Procedures
3.4Data analysis
Chapter Four Results and Discussion
4.1 General tendency of the students' foreign language classroom anxiety
4.2 Differences in foreign language learning anxiety between students of high level proficiency and low level proficiency
4.3 Foreign Language Learning Anxiety and Gender
4.4 Language learning anxiety and English learning achievement
4.5 Sources of foreign language classroom anxiety
4.5.1 Speaking in front of others
4.5.2 Incomprehensible input
4.5.3 Unscientific beliefs about language learning
4.5.4 Classroom atmosphere
4.5.5 Tests
Chapter Five Conclusions and Implications
5.1 Summary of the findings
5.2 Pedagogical implications for EFL teaching and learning
5.2.1 Fostering learners' confidence
5.2.2 Discussing language anxiety openly with students
5.2.3 Helping students to hold scientific language belief and learning strategies
5.2.4 Providing more comprehensible input
5.2.5 Creating good classroom atmosphere
5.3 Limitations and Suggestions for the future study
References
Appendix
Publications
