英语论文网

her evaluation'(Sarason 1984) investigated in L2 learning process, and the results of these studies are very confusing and not easy to interpret. In Young's study (1986), an outstanding negative correlation between anxiety and the Oral Proficiency Interview is found. In another study, Chastain (1975) correlated the test scores of French, German, and Spanish learners with two anxiety scales. And Chastain also found that the scores of French audio-lingual method students were negatively correlated with the test anxiety, while the scores of traditional German and Spanish students were positively correlated with test anxiety. A number of factors can lead to the test anxiety, such as the negative experience that students once have experienced before, less confidence to perform in the testing situations or being afraid of having bad scores on tests. All of these can develop anticipatory anxiety. Another factor which contributes to the test anxiety is lack of preparation. Students will feel overwhelmed when their time management and study habits are very poor, and lack of organization. The learners who follow a clear studying plan will feel more confident than those who are reluctant but forced to cram in L2 learning process. Suitable pressure for students who want to perform better in the tests is a good motivation, but if it is too serious, the results are opposite. Thought in this aspect, students should pay much attention on the negative consequences of failure, rather than prepare to be successful in the tests.

3.3.3 Fear of negative evaluated

Watson & Friend defined it as 'apprehension about others' evaluations, avoidance of evaluative situations, and the expectation that others would evaluate one negatively' (Watson & Friend 1969). The fear of negative evaluation is similar to test anxiety. The former is broader in scope for test anxiety which is only limited to the test taking situations, but fear of negative evaluation may occur in any social situation. The fear of poor performance and ridicule by peers is erring to one's 'language ego'. The self-image of L2 learners, especially of pupils, is challenged because they have less control over the language and do not feel like themselves when speaking a L2.

Horwitz and her associates concluded that LA is not just the combination of communication apprehension, test anxiety and fear of negative evaluation, although they form the foundation of language anxiety studies. LA should be regard as 'a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process' (Horwitz et al., 1986, p.128)

IV Methods and Measure of lessen pupils' anxiety

This chapter will introduce the methods of the study and discuss the measures of lessen pupils' anxiety in second language learning.

4.1 Methods

This investigations aim at learning the level of pupils' anxiety so far, searching and the causing factors of pupils' anxiety

1) Questionnaires

The participants of the questionnaires are 21students from Kehuan English training school, whose ages are from 8 to 13. Two 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。