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ey would usedifferent approaches in language learning.Variable 4: Foreign language anxietyAnxiety is regarded as the fourth variable in influencingthe learners’language learning achievement according to thesurvey. And most of their comments were about listening andspeaking anxiety.At the same time, as the participants were classifiedaccording to their anxiety levels, the comments from theinterview could reflect their different anxiety levels obviously.Some students expressed very strong anxiety whereas othersnot. What’s more, the students with strong anxiety levelsattributed their anxiety to their poor achievement in learning.Some other students believed that anxiety was influenced bythe teachers’types of calling the roll.Variable 5: Language learning environmentLanguage learning environment was also claimed bystudents as a variable in their language learning and anxiety.As a second language in China, most students learn Englishin classroom under the instruction of their teacher. But afteror out of class, they seldom learn it or use it.Interestingly, many participants reported that they wouldconcentrate on their English learning two weeks or so beforefinal exam or CET-4, although they seldom learn English intheir spare time. In this sense, tests do have influence onstudents’learning environment.Variable 6: Language learning interest and motivationEnglish is an international language; hence it is of greatimportance to master the language well. In China, English is arequired course in every college and university. Just as thesaying“interest is the teacher to success”, it is very importantto cultivate interest and motivation in English learning. Asmany participants mentioned that they had to deliberatelycultivate their interest in English because a strong motivationwas necessary to maintain interest.Some students also claimed that there was connectionbetween interest, motivation and anxiety. Lack of interest andmotivation would have influence on the learners’ attitudetoward language learning. And in the long run, it would leadto learners’anxiety.Still other students reported that anxiety would makethem lose their motivation and interest in learning. Anxietywould cause learners to learn negatively, lose interest andacquire poor achievements in the end.Hence the interaction between interest, motivation andanxiety can be discovered from participants’claims. On theone hand, lack of interest and motivation would lead toanxiety among learners. And on the other hand, anxiety wouldcause learners to lose their interest and motivation inlanguage learning process.Variable 7: Comparison with classmatesMost students claimed that they would compete withclassmates in their daily learning for gaining scholarship.However, they also discovered there was great difference intheir English learning ability compared with their peers. Andsome of them found the comparison with classmates causedcomfortlessness and tension in their language learning.Variable 8: Class arrangementAs students are of different English levels and they arerequired to attend the identical English class and learn thesame material, some students feel it comfortable, while othersfeel it uneasy for them to learn so much in a class unit.Some students reported that the relaxed classroomatmosphere would make them feel easy in class, however,most of the time; they were made anxious because of theteachers’calling the roll to ask students to answer questions.Besides, the English class size in colleg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。