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swere interviewed in the study. Then, the students wererequired to take part in a semi -structured interview afterbeing classified into groups. The interview questions weregenerated based on the sum -up of previous studies. Theauthor analyzed the findings in previous studies and groupedthem into 11 themes associated with learners’ languageanxiety and achievement: (a) genetic and personalcharacteristics; (b) social and cultural factors; (c) languagelearning motivation and interest; (d) language learningenvironment; (e) class arrangements; (f) regional differences;(g) teacher characteristics; (h) test types; (i) anxiety; (j)individual learning strategies and (k) achievement. Theinterview was semi -structured, that is, the participants couldfollow the questions in the interview to give their ownopinions. However, if they had some more issues that had notbeen included in the questions, they could put forward them.The interview lasted about 20 minutes each. In order to avoidmisunderstanding between the participants and the writer ofthe thesis, the questions in the interview were asked inChinese. The author recorded each interview by a soundrecording pen and transcribed the contents in a notebook.As GTA method has been adopted in the study, the dataanalysis could be progressed into three steps (Yan & Horwitz,2008:157): thematic analysis, generation of affinities orvariables and interrelationship digraph analysis. And the datain the study were processed in four steps, constituting thegrounded theory model in the end.

3. Results and discussion

After the thematic analysis and the affinity -generatingprocess, the writer has discovered 13 major thematic variablesfrom the interview transcripts: gender differences, languageaptitude, language learning strategies, foreign languageanxiety, language learning environment, language learninginterest and motivation, comparison with classmates, classarrangements, test types, teacher characteristics, regionaldifferences, parental influence and achievement.Variable 1: Gender differencesIt is not surprising that gender differences rank first inthe variables as many researchers (Kitano, 2001; Lei, 2004)have already noticed gender differences in anxiety. Theyexpressed that female students were learning better than malestudents. Furthermore, female students could expressthemselves fully and vividly in English class.Variable 2: Language aptitudeMany opinions were offered about some personalcharacteristics in learning English well, such as goodlistening, long -term memory and the perceptive sense oflanguage. Many students felt they were lack of languagelearning talents, considered their language learning ability wasnot as good as others, thus causing anxiety in classroomlearning.Variable 3: Language learning strategiesMany of the participants expressed using effectivelearning strategies were crucial in learning a foreign language.Some students also claimed that they were puzzled to find thebest strategy to study English, while others felt satisfied abouttheir current learning strategies and conditions.The participants’comments also confirmed the findingsof Stern (1983), who put forward ten pieces of strategies whichgood language learners adopted and pointed out that thoselearners who were not good at learning failed to use thoserelated learning strategies.Some students thought that female students cared moreabout grades than male students. Hence, th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。