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eaching. Liu Meihua and Shen Mingbo (2004) pointed out that there were two kinds of anxiety in English classroom: trait anxiety and environment anxiety. Both of them influenced the students' oral English performance negatively. Zhang Baoyan (1996) made a research on the correlation between LA and listening proficiency among 40 Chinese college students. However, much of the research is often focused on certain aspects and much of it is used for college students, high school students or secondary school students and rarely used for elementary. Over the past years, there were numerous studies on pupils' anxiety of L2, but most of them focused on either college level (Aida, 1994; Ganschow et a1., 1994) or high school level (Chang, 1999; Ganschow & Sparks 1996; Liao 1999). Few of them paid attention to primary school level except the study of Chan and Wu (2000).

The anxiety is closely related with pupils' motivation in English learning. The proper anxiety could simulate pupils to overcome difficulties and to pursue deeper knowledge, while excessive anxiety strikes pupils simulations of English learning. In the aspect of encouragement, the praise is able to simulate young learners' learning interest and positive emotion, give rise to and then strengthen learning motivation and finally make them take initiatives and to develop their skills and abilities. In a word, encouragement could lessen pupils' anxiety in L2. And this English learning tide is further encouraged by an important

II Problems of Teaching and Learning English Existing in elementary Schools

The fact that English has become one of the focuses of children education in China is undeniable. However there are several problems still there.

2.1 Problems from aspects of English teaching

From the 'teaching' aspect:

1) LA in teaching is not enough solid. The New Curriculum Criteria enhances teaching goals, aiming at spoken language, round grammar applying, vocabulary memorizing and all the goals which can improve the elementary school students' performance in learning English. Hence some of the teachers neglect the importance of pupils' LA.

2) The positive influence of anxiety has been looked down. Most teachers think any anxiety is negative in teaching. However, the proper anxiety helps to boost pupils' motivation on English learning, which is beneficial for teacher to take advantage of this positive influence to simulate pupils' interest.

2.2 Problems from aspects of English learning

From the 'learning' aspect, 1) Elementary school's English has no examination pressure of entering a higher school. The single evaluation instrument leads to the lack of students' motivation to learn. Many students simply interested in learning for a while, and with the increase of studying difficulty, the more learning, the more difficult. Gradually they lose their learning interests and create a sense of failure, thus lose the confidence in learning English.
2) As teachers neglect to pay their attention to pupils' anxiety, result in teachers' taking vocabulary, grammar for their main teaching tasks. It does not fit the psychological characteristics and learning charact