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nce language learning a lot. Whereas facilitating anxiety produces positive effects on learners' performance, too much anxiety may cause a poor performance.
B. Forms of Students’ Anxiety
Any complex task one undertakes can have elements of anxiety in it, because he doubts his abilities and wonder if he will indeed succeed. Second language learning is no exception to a long list of complex tasks that are susceptible to our human anxieties. Horwitz (1991) have found that anxiety typically centers on listening and speaking. Speaking in class is most frequently difficult for anxious students even though they are pretty good at responding to a drill or giving prepared speeches. It is one form that anxious students may have difficulties in discriminating sounds and structures or in catching their meaning. And they cause errors in speaking or on tests even though they have made a good preparation before. Price (1991) investigated by asking questions about what made students most anxious in foreign language class. All of the subjects answered that having to speak a foreign language in front of other students resulted in the most anxiety. Other responses were making pronunciation errors or being laughed at by others. Then they will be self-abased and sensitive. Price then mentions the role of the instructor. He says that those instructors who always criticize students' pronunciation might make students anxious. He suggests that they could reduce students' anxiety by encouraging them to make mistakes in class. Price also advises that instructors should make it clear that the classroom is a place for learning and communication.
And nowadays, it is a fact that anxiety is a prevailing psychological problem of students, especially the test anxiety. Moderate anxiety can help students with their study, but too much may cause mental illness.
C. The Concept of Teachers’ Behavior
It is also difficult to explain teachers’ behavior in a sentence. In the process of teaching, teachers’ behavior is a media that accomplishes the communication between teachers and students. There are many distinguished educationists and scholars who have tried to make a definition for it. Among them, Gao Yabing’s definition is suitable: the teachers’ behavior is the teacher’s dominant activities or movements presenting in the actual teaching activities; it is not only the integrity of teaching methods, measures and means but also the external representations of teachers’ ideas about teaching (GaoYabing, 2005). The teaching behavior is indeed the expression of teachers’ outlook on education. And teachers are the nucleus and the leading ingredient of education, because every change on education is finally carried out by teachers. So to improve teachers’ behavior is the key to upgrade our education.
D. Forms of Teachers’ Behavior
At present, the main teaching behavior includes language, straightforwardness, training and evaluation.
1) Language includes verbal（also informal）language, written（also formal）language and body language. Body language is a soundless language. It refers to the gesture of teachers, which can convey ideas, feelings or attitude. Body language was not taken seriously long before. According to a study of America, it shows that 90% information is conveyed by soundless language, such as facial expression and different tune in terms of feeling intercourse (Huang Lin, 2003). As it is known, the British and Americans have rich facial e