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Chapter One Introduction

1.1 Background of the Study
It is obvious that English is very important in China because it is one of thecompulsory courses from most of the elementary schools to universities and colleges.Meanwhile, it is the series of demands of college English level in Basic Requirementsin English Teaching in Higher Vocational Education (Chinese Ministry of Education2000) that embody the importance of teaching and learning English. In manyuniversities and colleges, passing College English Test Band Four (CET-4) is theprecondition for the students to get their diplomas. More importantly, highervocational and technical education has been greatly advocated and improved in recentyears and the government has exerted more emphasis on it. To meet the needs of theeconomy, technology and culture, the country requires more graduates who possesshigher technological abilities and good foreign language communicating skills.English which is regarded as a basic course in most schools in China is becomingmore and more important to help the college students fit for the labor market.However, the fact is not satisfying. After learning English for several years, theresult is a bit disappointing to most college students. They are not able to useEnglish freely as a means to communicate with the others, either in the form ofwritten English or oral English, though they have learnt this language for at least sixyears. It is very common for an English teacher to witness the fact that the majorityof the students prefer to keep silent in the English classes.
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1.2 Significance of the Study

1.2.1 Inconsistent Findings in the Previous Studies
It is not a new trend to study language learning anxiety abroad. Beginning inthe 1940s, it developed rapidly in the 1980s. Although there have already been a lotof studies on language learning anxiety and the researchers have achieved a lot, someresults of the previous research are contradictory.Some studies keep the concentration on the effect of state anxiety in secondlanguage learning. Elaine(1992:70-82)once depicted state anxiety as situation-specifictrait anxiety. Test anxiety and math are the most important types of state anxiety.Not surprisingly, the relationship between state anxiety and performance in secondlanguage learning is an inverse one. In a French audio-lingual class, the studentswith low anxiety degree have achieved higher course grades. However, Young(1990:539-553) discovered that there was no relationship between state anxiety andachievement on an oral proficiency interview.Kleinmann (1977:93-107) believed that test anxiety was positively associatedwith the use of target grammatical structures. He accepted it as true that someanxiety did stimulate performance while too much of it would be harmful.
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Chapter Two Literature Review

2.1 Anxiety
Anxiety is one of the important affective factors that greatly obstruct the learningprocess. The relationship between anxiety and foreign language learning has beenexisted for quite some time. It is not easy to define anxiety. Usually anxiety is regarded as a psychologicalconcept, which is often related to fear that one will fail in some way: on anassignment, speaking in class, on a test, in the final grade, in competition, maintainingone s position in a community, in interactions with native speakers or on the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。