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986: 128). For them, although fear of negativeevaluation may occur in both classroom and social contexts, language anxiety is stillmore restricted to the classroom.Findings from this study seem to provide a quite different view on that. Thisstudy studies subjects’ English language anxiety outside the classroom. Results showthat the English language anxiety is common among second-year postgraduates ofscience, for the English language level of students receiving further education is 69.00and the English language level of students deciding to work is 68.65.Therefore, one theoretical implication can be drawn that for students, the Englishlanguage anxiety exists both inside and outside the classroom, and most of the time,language anxiety is common among them.Arnold (1999) thinks anxiety is “associated with negative feelings such asuneasiness, frustration, self-doubt, apprehension, and tension” (Arnold, 1999: 8).Horwitz, Horwitz, & Cope suggest that “significant foreign language anxiety isexperienced by many students in response to at least some aspects of foreign languagelearning” (Horwitz, Horwitz, & Cope, 1986: 130), and that “anxious students arecommon” (Horwitz, Horwitz, & Cope, 1986: 131). Brown, Robson, & Rosenkjar(1994) agree on that oral and listening comprehension parts of an examination oftenprovoke students’ language anxiety, for the predominance of their evidence supportsthe debilitating effect of language anxiety, especially in speaking activities. Theythink anxiety is common among students and that oral and listening English anxietyare the most serious.Findings from this study seem to support their views. According to students’answers, some students feel the heart beat very fast, act uneasily, panic, and even feeloverwhelmed when they are anxious. Results show that these postgraduates allexperience the English language anxiety, especially the English speaking and listeningin communication anxiety.Therefore, another theoretical implication can be drawn that a large number ofstudents are faced with the English language anxiety and that the spoken Englishworries them most.Methodological ImplicationsTo study communication anxiety and test anxiety of second-year postgraduatesof science in Shandong Polytechnic University, a questionnaire is designed andadministered to subjects to collect statistical data for qualitative analyses. Also,quantitative analysis is adopted to make the study and analyses more effective andforceful.Recommendations for Future ResearchRecommendations for future research are given according to the performance ofthis study, results in the study, and findings shown in this study.Similar qualitative studies can be targeted at more subjects from moreuniversities and majors as long as these subjects fit the study requirements. Then datacollected will be more accurate and forceful to present deeper and more specificanalysis on such students’ English language anxiety.The questionnaire designed is to study students’ communication anxiety and testanxiety. However, in the Literature Review part, there are other kinds of Englishlanguage anxiety among students in the university. So, the questions should bemodified and better adjusted to conduct comprehensive analysis on such students’English language anxiety.