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1、OntheInfluenceofAnxietyonEnglishLearningChapter1Introduction1.1ThesistopicLanguagelearningstrategiesandforeignlanguageanxietyhavelongbeentwohottopicsthathavereceivedconsiderableattentionfromagreatnumberofresearchers.Theresearchonlanguagelearningstrategiesstartedin1970s,andithasahisto
2、ryofmorethan30yearsuntilnow.Therearemainlyfivesubjects:1)thestrategiesusedbysuccessfullanguagelearners2)thedifferencesinlanguagelearningstrategiesusebetweensuccessfullearnersandunsuccessfullearners3)therelationshipbetweenlanguagelearningstrategiesandlanguagelearningachievement4)thefa
3、ctorswhichinfluencelanguagelearningstrategiesuse5)languagelearningstrategytraininganditseffectsonlanguagelearning.Languageexpertsandresearchersusedtopaymuchoftheirattentionstoforeignlanguagelearningfromtheteachers’perspective.Butwhentheyfindthatnotalloftheproblemsordifficultiesderive
4、fromteachers,theybegintoshifttheirattentiontolearners.Foreignlanguageanxietyisaveryimportantaffectivefactorofinfluencinglanguagelearningperformance.Thepaperaimstopresentwhatforeignlanguageanxietyisandwhatmeasurescanbetakentodealwiththeproblem.Basedonthestudyandinvestigationintowester
5、ntheoriesonlanguagelearninganxiety,thepresentarticlediscussestheeffectsoflanguageanxietyonlanguagelearning.Anxietyisoneoflearners’affectiveattitudesbesidesmotivation,empathy,self–esteem,self-image,etc.Mostresearchonanxietyhasshownthatanxietyplaysanimportantroleinsecondlanguageacquisi
6、tioneitherdirectlyorindirectly.Thereseemstobeabi-directionalnegativecorrelationbetweenhighdegreeofanxietyandlanguagelearningachievement.Inotherwords,highdegreeofanxietymayleadtopoorlinguisticperformancewhilethelearners’awarenessoftheirpoorlanguagecompetencemaybringaboutcertaindegreeo
7、fanxietywhichfurtherimpedestheirlanguagecognition.Macintyre(1995：90-99)hasindicatedthatforeignlanguageanxietyisweakestforchildrenandstrongestforadolescentsandadults.Thethreecomponentsofforeignlanguageanxietyexistindifferentenvironments:communicationapprehensioninnaturalenvironmentsou
8、tsidetheclas
