英语论文网

根据教育新的理论，国内外教育家说第二语言学习的最佳年龄是从4到12岁。在这些时期，大多数孩子都进入了小学。因此，在我国大多数城市开设英语课程，包括农村地区的英语课程，成为小学生学习英语的一个基本趋势。而在二零零一年国家教育部发布了一份文件，该文件表示，从小学三年级起，逐步开设英语课程。在新的课程标准，教学中的情感因素与学习当中位列首位，这也就是语言学习不能脱离情感的原因。

1.1了解小学生焦虑的重要性

我们有无数的理由相信焦虑在二语学习中的影响是非常大的。

首先，焦虑一般被视为一种心理概念，并一直深受研究者们探讨。斯皮尔伯格（1966年）将焦虑定义为主观的，有意识地感觉到焦虑和紧张的感觉，通常伴随着或与自主神经系统的激活或唤醒有关。加德纳和麦金太尔（1993年）认为，语言学习焦虑是二语语境中的紧张和敬畏情绪（包括说、听、读、写）。这种焦虑是与目标语言的表现直接相关，所以不仅仅是一般的焦虑表现。

The newly theory of Educationalists

According the newly theory of educationalists at home and aboard said that the best age to learn L2 is from 4 to 12 year-old. During these times, most children have entered elementary school. Therefore, it is an essential for elementary school students to set up English lesson, which has become a trend in most cities in China including their rural places. And the National Ministry of Education issued a document, which said that gradually offer English course in elementary school from Grade Three, in 2001. In this new curriculum standard, emotional factors in teaching and learning are listed in the top place for the reason that language learning cannot departs from the emotion.

1.1 The importance of study pupils' anxiety

There are numerous reasons for believing that the influence of anxiety is very important in second language (L2) learning.

Firstly, anxiety is generally seen as a psychological concept and has been explored by researchers. Spielberg (1966) defines anxiety as subjective, consciously perceived feelings of apprehension and tension, accompanied by or associated with activation or arousal of the autonomic nervous system. Gardner and MacIntyre (1993) think, language learning anxiety is the tense and awe emotion in L2 context (including speaking, listening, reading and writing). This anxiety is connected directly with performance in the target language, so not merely a general performance anxiety.

Secondly, pupils' character has particularity in L2 for they are at advantage in L2 learning. They are characterized by good stimulation, memory and adaptation. Those who begin to learn L2 at an early age are able to make greater achievement than those who begin to learn when they are adults. However, pupils may have some disadvantages in L2: undeveloped intelligence, lack of self-control and could not discriminate errors from their peers and even their teachers with low teaching quality and narrow knowledge. Besides, different emotion has different impact on L2 learning. According the research of Eills (2000) pupils who are motivated by promotive anxiety could challenge the new task, arouse their potential and overcome difficulties, thus they get L2 learning success. In contrast, negative emotions and attitudes, such as the psychology of excessive pendency, timidity and introversive personality, especially anxiety, will influence L2 learning and only receive litter input. 'Anxiety tends to not successful L2 learning' (Arnold2000, p.292).