Abstract: With the development of humanistic psychology and second language acquisition, there is a wide spread concern regarding the influence of affective factors on second language acquisition. Foreign language anxiety, as one of the most important affective factors people can not ignore, plays a vital role in the process of English learning. Therefore, it is necessary to explore the causes of foreign language anxiety in English classes to improve English teaching and learning. By making use of questionnaires, this study investigates 128 students in Grade 7 from three junior middle schools in Jiangning, Nanjing. It proves the existence of foreign language anxiety in English classes and analyzes its causes. The study shows that there are four factors resulting in classroom anxiety, including the factor of teachers, the factor of students, the factors of questions and of evaluation systems. At the end of the thesis, some suggestions are provide from the perspective of teaching methods and questioning to alleviate FLA, with the aim to improve English teaching in junior middle schools concerned.

Key words: English classroom anxiety; causes; alleviation

CONTENTS

Abstract

摘要

1. Introduction.1

2. Literature Review2

2.1 Definition and Classification of Anxiety

2.2 Definition and Components of FLA

2.3 Related Researches on FLA at home and abroad

3. Methodology.3

3.1 Research Questions 

3.2 Research Participants

3.3 Research Instrument

3.4 Data Collection and Analysis

4. Findings and Suggestions5

4.1 The Results of FLCAS

4.2 The Result of Self-design Questionnaire

4.3 Findings and Suggestions

4.3.1 Findings

4.3.2 Suggestions

5. Conclusions 14

Bibliography15

Appendix

(1)Foreign Language Classroom Anxiety Scale

(2)Questionnaire for Junior Middle School

Acknowledgements.21