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sible 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; �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, examined the relationship between LA and pupils' L2 achievements and probed into the factors that could arouse pupils' LA.

The result of this research can be summarized as follows:

In the first place, this research shows that pupils' LA is obvious, and the higher levels of LA pupils have, the lower achievement they get.

Second, the reasons that arouse pupils' LA are various, therefore lessen pupils' second language learning anxiety should be actualized from the aspects of students, teachers and parents. Students should positively take part into L2 class and bravely show their achievements and ask questions about L2 learning. Teachers should pay attention to students' L2 learning psychology, establish easy and happy teaching environment, and strengthen the relationship with parents. As for parents, they should provide a beneficial L2 learning environment, encourage their children to practice L2 and give them great psychological comfortable and emotional support.

Third, communication apprehension, English tests and fear of negative evaluation are some causes that provoke pupils' language learning anxiety.

As elementary English teachers, we should keep these differences between second-grade students and six-grade students in mind, which would help us to choose preferable teaching methods might student systems and closely monitor the classroom climate to identify specific sources of student anxiety for different grade students.
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