ABSTRACT:The purpose of this thesis is to investigate and find out the causes of anxiety in English classroom of middle school students. The paper first summarizes some theories of foreign language classroom anxiety and then implements a survey in Shao chong Middle School, mainly from the aspects of students’ individual factors, teacher’s behavior and characteristics and classroom activities. The results of this study indicate that most students suffer from serious anxiety. Communication apprehension is most distinctive, and the following is fear of negative evaluation and test anxiety. The finding also shows that such characteristics of teachers as being patient, humorous, kind, and good at correcting answer and asking questions will reduce students’ anxiety. On the contrary, a teacher who owns strict and indifferent characteristics will arouse learners’ anxiety. Furthermore, the finding also points out that individual classroom activities will easily provoke students’ anxiety; however, cooperative works contribute to anxiety reduction. Finally, based on the theories and principles of foreign language classroom anxiety, this paper explores the causes and gives some corresponding advices to teachers and students by analyzing the questionnaire.
Key words: Classroom anxiety; Teachers’ behavior and characteristics; Classroom activities
摘 要:本文旨在调查研究初中学生英语课堂焦虑情况及其因素。文章首先陈述了一些关于课堂焦虑研究的理论依据，然后以哨冲民中为例进行了一项有关英语课堂焦虑因素的调查研究，主要从学生个人因素，教师行为与品质，课堂教学活动方式三个方面。调查结果表明，学生的焦虑现象较严重，其中口语焦虑最显著，其次是负评价焦虑和考试焦虑。和蔼、亲切、幽默、能够接受学生不满意的回答、善于纠错、善于提问的教师行为会降低学生的焦虑，相反，态度严厉、斥责、讽刺学生的教师行为会增加学生的焦虑。个人的课堂活动方式容易使学生焦虑，而合作学习能降低学生的焦虑。最后本文基于课堂焦虑的理论依据，结合研究获得的数据分析英语课堂焦虑因素并给出相应的建议。
关键词：课堂焦虑；教师行为与品质；课堂活动
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