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教育家的最新理论

根据在国内外的教育工作者新的理论说学习L2最好的年龄为4至12岁。在这些时段，大多数孩子都上小学。因此，小学生建立英语课很重要，在中国这已成为大多数城市，包括其农村地区的趋势。国家教育部发文，其中指出，在2001年从小学三年级逐步开设英语课程，，在新的课程标准，情感因素在教学和学习中是首要因素，理由是语言学习和情感是分不开的。

1.1 研究学生的焦虑的重要性

有许多理由相信焦虑的影响在第二语言（L2）的学习中非常重要。

首先，焦虑是普遍被视为一种心理概念，并一直被研究人员探索。斯皮尔伯格（1966）定义的焦虑是主观的，有意识地感知恐惧和紧张感，伴有或激活自主神经系统的兴奋或关联。 Gardner和麦金太尔（1993）认为，在L2范围内语言学习焦虑紧张和敬畏的情绪（包括听，说，读，写）。这种焦虑是直接与目标语言的表现相连，这不是一般的焦虑表现。

其次，学生的性格具有特殊性L2为他们在优势L2学习。它们的特征是具有良好的刺激，存储器和适应。这些在幼年时期开始学习L2比成人开始学习能够取得更大的成就。然而，在学习L2学生可能有一些缺点：未开发智力，缺乏自我控制能力，无法辨别他们的同龄人的错误，甚至他们的老师的低教学质量和狭隘的知识。此外，不同的情感，对第二语言的学习不同的影响。据Eills的研究（2000年）接受促进焦虑动机的学生可能挑战新任务，激发他们的潜能，克服困难，因而他们获得第二语言的学习成就。与此相反，消极的情绪和态度，如过度未决，胆小和内向的性格，尤其是焦虑的心理，会影响第二语言的学习，只接收垃圾的输入。 “第二语言的学习中焦虑往往不成功”（阿诺德，2000，p.292）。

The newly theory of Educationalists

According the newly theory of educationalists at home and aboard said that the best age to learn L2 is from 4 to 12 year-old. During these times, most children have entered elementary school. Therefore, it is an essential for elementary school students to set up English lesson, which has become a trend in most cities in China including their rural places. And the National Ministry of Education issued a document, which said that gradually offer English course in elementary school from Grade Three, in 2001. In this new curriculum standard, emotional factors in teaching and learning are listed in the top place for the reason that language learning cannot departs from the emotion。

1.1 The importance of study pupils’ anxiety

There are numerous reasons for believing that the influence of anxiety is very important in second language (L2) learning.

Firstly, anxiety is generally seen as a psychological concept and has been explored by researchers. Spielberg (1966) defines anxiety as subjective, consciously perceived feelings of apprehension and tension, accompanied by or associated with activation or arousal of the autonomic nervous system. Gardner and MacIntyre (1993) think, language learning anxiety is the tense and awe emotion in L2 context (including speaking, listening, reading and writing). This anxiety is connected directly with performance in the target language, so not merely a general performance anxiety.

Secondly, pupils’ character has particularity in L2 for they are at advantage in L2 learning. They are characterized by good stimulation, memory and adaptation. Those who begin to learn L2 at an early age are able to make greater achievement than those who begin to learn when they are adults. However, pupils may have some disadvantages in L2: undeveloped intelligence, lack of self-control and could not discriminate errors from their peers and even their teachers with low teaching quality and narrow knowledge. Besides, different emotion has different impact on L2 learning. According the research of Eills (2000) pupils who are motivated by promotive anxiety could challenge the new task, arouse their potential and overcome difficulties, thus they get L2 learning success. In contrast, negative emotions and attitudes, such as the psychology of excessive pendency, timidity and introversive personality, especially anxiety, will influence L2 learning and only receive litter input. “Anxiety tends to not successful L2 learning” (Arnold，2000, p.292).

Thirdly