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questionnaires were applied in this study. Questionnaire 1 of Foreign Language Classroom Anxiety Scale of Primary School was designed by the author to detect students' language anxiety. Questionnaire 2 was used to figure out that which classroom activities were popular among students, whereas, which activities made students nervous, and sources and factors provoking students' anxiety were to be found out as well.

2) Interviews

The present study uses student interviews to figure out students' English learning experiences and other sources provoking their anxious reactions in and outside the classroom. The interviews start with the following questions:
What have your parents done about your English leaning?
How do you feel in English class?
Do you think you have English learning anxiety?

Do you think what reasons directly lead to your anxiety?

4.2 Analysis the factors leading pupils' anxiety

According analysis the surveys, it is easily to know that pupils' LA is caused by the following four reasons: 1 the learner's own weaknesses such as lack of self-confidence; 2 excessive demands from parents on their children, lack of communication; 3 teachers improperly guiding.

Weaknesses from pupils' characters

Pupils lack of self- confidence ease to be anxiety in learning L2. Some pupils may naturally timid that they don't know what to do or forget the most familiar knowledge due to tension, even if they carefully prepare in class to speech. Some conservative pupils who lack of adventurous spirit fear of making mistakes for being joked after class.

In addition, author also found that the pupils from poor family or countryside have higher anxiety.

4.2.2 Excessive demands from parents on their children

Parental unrealistic demands or lacking communication often affects pupils' learning emotion which causes LA. Through individual interviews, author analysis the effect of relationship between parents and pupils, and found that the parents with high education background pay attention to communicate with their children, while the low education background ones not only have not enough communication, but evaluate their child in a very signal certify: scores first. They think that the students with excellent academic perforates are good children; the students with worse academic perforates are bad ones. These incorrect judgments overburden pupils L2 learning, which result in pupils have to hard work to gain a high score. But the consequence is not as good as parents' expectation for the factors of intelligent, study strategies, and learning capacity.

Most of poor family parents equipping with not high educational background make money by high- tension manual work. The disproportional payment force they urgently desire their children changing fate through excellent learning score in school. Although there are many outstanding students among them, the general pupils are common students who are experiencing LA, such as embarrassment, tears, self-blame and even give up, in front of learning setbacks.

4.2.3 Teachers improperly guiding

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