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job. Itis associated with feelings of uneasiness, frustration, self-doubt, apprehension orworry (Arnold and Brown, 1999:8).While Horwitz offers the definition as a “subjective feeling of tension,apprehension, nervousness, and worry associated with an arousal of the autonomicnervous system”(Horwitz et al, 1986:125). Trait anxiety is defined as an individual s likelihood of becoming anxious in anysituation (Speilberger 1983, quoted from MacIntyre & Gardner, 1991:87). It showsanxiety in various circumstances according to a relatively constant tendency. It isquite liable for a person with high trait anxiety to avoid certain behaviors though hecan perform well in those non-anxious situations.
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2.2 Foreign Language Learning Anxiety

2.2.1 Definition of Foreign Language Learning Anxiety
In the past decades, educators have gradually realized the existence of foreignlanguage learning anxiety and its significant interference with language learning andproduction. According to Horwitz et a1.(1986:128), foreign language learninganxiety is conceived as a distinct complex of self-perceptions, beliefs, feelings, andbehaviors related to classroom language learning arising from the uniqueness of the language learning process. It is a salient self-awareness, belief, and sentimentconnected with the classroom language learning, which occurs during the learningprocess. Gardner and MacIntyre(1993:157-194)give a more concise definition:Language learning anxiety is the fear or the apprehension occurring when a learner isexpected to perform in the second or foreign language.The definitions above indicate that language learning anxiety existing in theclassroom will arouse down-spiraling effect. It causes language learners nervousand frightened and leads to poor performance. This eventually creates more anxietyand worse performances.
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Chapter Three Research Methodology..... 20
3.1Restatement of Research Questions.... 20
3.2Research Design...... 20
3.2.1Quantitative Research...... 20
3.2.2Qualitative Research..... 24
3.3Ethics...... 25
Chapter Four Results and Discussion..... 26
4.1Findings of the Questionnaire..... 26
4.1.1Background Information...... 26
4.1.2English Learning Anxiety Scale...... 28
4.2Findings of the Interviews...... 34
4.2.1Existence of English Learning Anxiety....... 35
4.2.2Factors Contributing to English Learning Anxiety..... 36
4.3Summary of the Results..... 37
Chapter Five Conclusion....... 39
5.1Major Findings....... 39
5.2Summary..... 42
5.3Limitations of the Present Study....42
5.4Suggestions for Further Studies..... 43

Chapter Four Results and Discussion

4.1 Findings of the Questionnaire
The analysis of the background information supplies a general picture of Englishlearning situations of the subjects in this study in the aspects of self-evaluated Englishlevel, desire of learning English and time-spent on English learning per day. By means of the table above, 49% of the subjects in the present study think theirEnglish level is “poor” or “rather poor”. Half of the subjects in the research viewtheir English level as being “neither good nor poor”. Only 1% of the subjectsconsider themselves to be “good” English learners while none of the subjects regardtheir own English lev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。