Abstract
Learning anxiety is thought to be one of the key affective factors that contribute to the development of language learning. According to Krashen’s (1985) statements, if learners’ anxiety levels are high, their affective filters would be high and they would receive less comprehensible input, and vice versa. As an essential part of classroom teaching, corrective feedback plays a role in learners’ anxiety. Therefore, this paper is to explore the relationship between anxiety and error correction in English learning. Questionnaire, class observation and interviews are used to collect the data. Accordingly, some suggestions are put forward and discussed on how to treat students’ errors and how to improve students’ language learning by alleviating students’ anxiety in English class after the collected data have been analyzed.
Keywords: error correction; learning anxiety; correlation
Contents
Abstract
摘 要
1. Introduction-1
1.1 Background of the Study-1
1.2 Purpose and Significance-1
2. Literature Review-2
2.1 Definition of Learning Anxiety-2
2.2 Definition of Error Correction-3
2.2.1 Definition of Error-3
2.2.2 Error Treatment-3
2.3 Present Situation-4
3. Research Design and Methodology-5
3.1 The Research Questions-5
3.2 Reseach Design and Data Collection-5
3.2.1 Research Object-5
3.2.2 Research Tool-5
4. Results and Data Analysis-7
4.1 The Situation of Students’ Learning Anxiety-7
4.2 The Relationship between Learning Anxiety and Attitudes toward Error Correction-7
4.3 The Relationship between Learning Anxiety and Ways of Error Correction-8
4.4 The Relationship between Learning Anxiety and Students’ English Level-9
4.5 Dicussion-10
5. Conclusion-13
5.1 Major Findings-13
5.2 Limitations-13
References-15
Appendix-17
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