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Chapter 1 Introduction

1.1 The Background of the Study
Since 1960s when humanistic Psychology emerged and had an effect onlanguage teaching, more values have been given to individual development in secondlanguage acquisition. A decade later, language-teaching research gradually started toshift the focus from what teachers teach to how learners learn. Teachers have drawnmore attention to every single student rather than teaching materials since theyrealized that the teaching process contains learning itself which cannot be treated as aseparated part, therefore teachers need to take students’ individual factors intoconsideration in their teaching process. After identifying the differences amonglearners, teachers can switch teaching approach to match with learners’ mentalprocess accordingly.It is believed that individual differences have an impact on the way the learnerslearn and the effectiveness of the learning process. Since then, language researchersstarted to focus on individual’s differences and tried to find out the relationshipbetween learners’ affective factors and second language acquisition. Scoon (1971)first considers affective variables as everything impacting on language learning,separated from cognitive variables. In 1973, Brown brought his paper AffectiveVariables in Second Language Acquisition into publication which states the start ofthe research on affective variables. After 40 years’ flourishing in west, Chineseresearchers and scholars come to realize the importance of affective variables inlanguage teaching. Among all the affective factors, anxiety, for its high rank (Arnold,1999), has become the center of linguistic research in second language acquisitionfield since 1990s.
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1.2 The Significance and Purpose of the Study
Although the learner-oriented class is proposed abroad and at home for manyyears, but we still find many students are reluctant to involve in classroom activities.No matter how the outside environment and teaching approach change, collegestudents who have ability to communicate still are unwilling to talk with classmates orthe teacher in foreign language class. We notice that the cause of this phenomenonmust lie in learners’ inner, referring to previous study, the author found manyresearchers studied the language anxiety and classroom participation, but these studiesare limited to a specific course or several grades, no one has compared the differencesof language anxiety between English and non-English majors. From this perspective,the author will put effort into researching differences of language anxiety betweenEnglish and non-English majors and analyze its relationship with classroomparticipation separately.
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Chapter 2 Literature Review

2.1 Previous Study of Anxiety
Anxiety has become the research focus in Educational Psychology during 1940sto 1950s, for instance, Sarason made out “test anxiety” scale from the EducationalPsychological perspective. Early in 1960s, numerous researchers emerged to study therelationship between high-anxiety students and learning proficiency. A decade later,anxiety problem in language learning largely drew attention from academic world.Generally, research on language anxiety can be divided into two periods: the firstphase from the early 1940s to the mid-1980s; the second phase from the mid-1980suntil now.Foreign language anxiety study 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。