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Chapter One Literature Review

This chapter generally reviews some studies on the foreign language learning anxiety and some teaching methods which could solve the problems, and describes the definitions and classifications of foreign language learning anxiety.

一般本章回顾了一些研究，外语学习焦虑和一些可以解决问题的教学方法，并介绍了外语学习焦虑的定义和分类。

1.1 Studies on Foreign Language Learning Anxiety in China
Since 1970s, problem of foreign language learning anxiety has received increasingly attention in the academic circles. Since 1980s，studies of foreign language learning anxiety have achieved a big breakthrough and domestic researchers have mainly conducted from microcosmic aspects to study the influence of anxiety on various language skills.

1.1研究在中国的外语学习焦虑
自20世纪70年代以来，外语学习焦虑问题在学术界越来越多的关注。 20世纪80年代以来，外语学习焦虑的研究取得了很大的突破，国内的研究者们主要是从微观方面进行各种语言技能的学习焦虑的影响。

Studiesabout English listening comprehension have contained: Yang Jin's (2000)Study onRelations of English Students' Anxieties and Listening Comprehension, which hasindicated that anxiety and listening comprehension have had a negative correlation; ZhouDandan(2003) and Chen Xiuling(2004) have discovered that anxiety and listening studyhave had a negative correlation. The former study has indicated the correlation of affectivestrategy and listening score, while the later has discovered the degree of anxiety is relatedto contents of listening, and the study results has showed that non-English majors' anxietystate and listening score have a negative correlation. Du Lihui and Tang Xuefen's (2007)study have showed that listening score and listening anxiety have a negative correlation.However, scores of students with low anxieties are the best, this indicates that low degreeof anxiety could not restrain listening study, and the understanding for anxiety could not belimited to its harmful aspects. Relations of anxiety and score have similar to the shape of U，i.e. both high and no anxieties are harmflil to listening study. High anxiety would consumethe energy of students which could be used to receive language input, analyze andunderstand. If the affective filter is excessively strong, the language input could notachieve language acquisition device. Low degree of anxiety could be changed into learningdrive, and makes students brave in facing the challenges. Studies about the English readinganxiety include: Guo Hui (2011) analyze affective factors that influence anxiety of collegeEnglish reading and put forward strategy, and they indicate that affective factors inlanguage study can be divided into two broad classes. The first is learners' individualfactors, including anxiety, attitude，motive，personality, self-esteem, confidence and etc; thesecond is affective factors among learners as well as learners and teachers, includingempathy, classroom communication, trans-cultural awareness and etc. Affective factors ofthese two classes affect one another in the course of students' learning, not isolated existent. Good affective state can promote and stimulate students' reading efficiency，improvereading speed; the mutual affections between teachers and students, directly influence theperformances of students' reading abilities in the classroom and their autonomies ofconducting reading practice after class. Huang Dongmei points out in her Relative Studyon Anxiety of Foreign Language Reading and Ambiguity Tolerance that anxiet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。