英语论文网

their children to show what they have learnt in school and praise their excellent performance, which aims at enhancing pupils’ L2 learning confidence and boosting their learning motivation. 2. Parents should cooperate with teachers to monitor effect of L2 learning in school and urging pupils to finish homework and practicing oral English.

4.3.3 Measures to teachers’ improper guiding

The teacher should stimulate the students’ motivation and interest of English learning. According to the students’ level, teachers arrange different tasks and put forward different demands so that students are able to finish them to avoid increasing learning anxiety, which can establish the students’ self-confidence in English learning. Teachers should have rich knowledge to make English class enjoyable. Teachers should be patient to help students overcome anxiety as a consequence of failure experience. Teachers should have higher professional quality aimed at offering comprehensible input in English class, making it easy for the students to study English. Teachers should create a relaxing, active and stress-free learning atmosphere in which students don't hesitate to speak English and dare take risk in participating in various learning activities. It is important for students to recognize language learning anxiety. So it is teachers’ responsibilities to make the students aware of learning anxiety and take effective measures to lessen learning anxiety. Teachers should encourage the students to take an active part in language practice. The more students practice English, the more confidence they have. Proper evaluation is an important method for reducing English learning anxiety. Teachers should be wise in finding out the students’ good qualities so as to promote them to face difficulties. The teachers’ response to students' performance should be neither a simple “right” or “wrong”, nor a simple “Yes” or “No”. At the same time, teachers must carefully decide when, how often, and most importantly, how errors are corrected. Teachers should create a non-threatening learning environment for the students because it is vital for students to learn English. Only when the students feel stress-free can they diminish learning anxiety as possible as they can. Teachers should teach the students in accordance of their aptitude and respect their individual differences in the process of arranging teaching tasks. Teacher should be aware of their influence on students and do everything they can to reduce English learning anxiety. Depending on the students’ needs and cultural background, the teachers can use any or all of the following suggestions for diminishing language anxiety by Rebecca L. Oxford (1999). ①Help students understand that language anxiety episodes can be transient and do not inevitably develop into a lasting problem; ②Boost the self-esteem and self-confidence of students for whom language anxiety has already become a long-term trait by providing multiple opportunities for classroom success in the language;③Encourage moderate risk-taking and tolerance of ambiguity in a comfortable, non-threatening environment; ④Reduce the competition present in the classroom; ⑤ Be very clear about classroom goals and help students develop strategies to meet those

V Conclusion

This study has investigated the difference of L2 learning anxiety of primary school students from 2 Grade to 6 Grade, exami