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1. Introduction

Chinese scholars’studies on anxiety steppedlater than those of the Western scholars and only focused onthe relationships between anxiety and achievement. Therefore,it is vital to give a qualitative analysis on the factors leadingto anxiety, explore the interaction among anxiety and thesefactors in English learning and put forward some pedagogicalsuggestions.Anxiety is an important sensibility among people, and itis the feeling of apprehension when learners need to expressthemselves in target language (Li, 2004). It is often regardedas a kind of aberrant emotion, which is often termed asmental abnormity (Wang, 2001). Horwitz, Horwitz and Cope(1986) have carried out a study on foreign language learnersby FLCAS (Foreign Language Classroom Anxiety Scales) andobserved that in foreign language classes, anxious learnershave difficulty in speaking and in discriminating the soundsand structures of a target language message. At the same time,Horwitz has noticed that the stronger the anxiety is, the worsethe learners’achievement will be. After that, a number ofstudies have sought to identify factors associated withlanguage anxiety (Chen, 1997; Lei, 2004; Yang, 2005) to helpdecrease the influence of anxiety in language learning. Ininterviews with noted language learning specialists, Young(1992) has suggested a number of factors intuitively associatedwith anxiety in foreign language settings. Specifically, theexpert feels that motivation, cultural factors, the students’own coping skills, attention, self -concept, beliefs aboutlanguage learning, the specific teaching methodology and thestudent experiences all play a role in learner anxiety.Similarly, based on a review of the literature, Young (1991)has proposed six potential sources of language anxiety: (a)personal and interpersonal anxieties, (b) learner beliefs aboutlanguage learning, (c) instructor beliefs about languageteaching, (d) instructor -learner interactions, (e) classroomprocedures, and (f) language testing. However, all theseresearches did not describe the process of how anxietyinteracts with other factors to influence second languageachievement.However, there are few qualitative studies on EFLlearners’anxiety in China. To this question, the thesis triedto start from all the factors that have influence on anxiety andto investigate the sources of anxiety and their effect onstudents’achievement in author’s class. With the aim ofexplaining the role of learners’anxiety and the interactionbetween and among anxiety and other variables in learners’language learning in mind, an interview study is designed todeal with the following research questions:Question 1: From learners’viewpoint, what factors arerelated to foreign language anxiety?Question 2: What are the relationships between andamong anxiety and other language learning factors?Question 3: What are the interactions between thesefactors in influencing learners’ language learningachievement?

2. Research procedure

With the aim of understanding the effect of anxiety andthe interaction between anxiety and other factors in languagelearning, participants with a range of anxiety levels (high,average and low) should be included. First, 169 students wereincluded in the FLCAS study to determine the anxiety level ofthem, then the writer chose 8 from each anxiety level to takepart in the interview. Altogether, 24 students from four major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。