英语论文网

本文是一篇初中英语教学论文，本研究根据研究结果，分别从降低学生考试焦虑、负面评价焦虑，综合焦虑和交流焦虑四个方面提出了相关教学建议，以期帮助学生调整语言焦虑，提高初中生英语学习效果。

Chapter 1 Introduction

1.1 Research Background

As the lingua franca of the world,English serves as a crucial bridge in trans-culturalcommunication.However,during the process of English learning,English learners areconstantly affected by various factors,including environmental factors like governmentpolicies and learning environment,and affective factors,among which anxiety takes upa conspicuous position.

It was not until the rise and development of humanistic theory in the 1960s,thelearners’affective factors in language learning began to captivate more and morepeople’s attention.According to humanistic teaching principles,affective factors play avital role in the language learning process of foreign language learners and significantlyimpact their learning progress.Krashen’s Affective Filter Hypothesis also presented asimilar idea by pointing out that an individual’s filter controls the volume of inputreceived by the learner and the extent to which it is transformed into acquired language.This process is“affective”as it is influenced by factors such as the learner’s motivation,confidence,or state of anxiety.Based on this hypothesis,there exists a considerablevolume of research focusing on various factors that affect language learning.Someembrace the notion that the primary obstacle to language learning from an affectivestandpoint is anxiety.

1.2 Research Significance

The change from the teacher-centered class to the student-centered class in recentyears requires teachers to focus on students and their learning process,which couldn’tbe achieved without people’s realization of the importance of affective factors thatinfluence learners’knowledge gaining process.As one of the affective factors that playan important role in people’s daily life,the impact that anxiety has on students’Englishlearning can not be ignored.It has been found out by linguists,such as Chastain(1975),Eysenck(1979),Horwitzet(1896),Hanan M.Asghar(2014),Ghorbandordinejad&Ahmadabad(2015),Dewaele&Alfawzan(2018),Huang Zaixiu and Chen Jun(2019),Li,Jing(2020)and other scholars through real class situation that the level of languageanxiety greatly affects students’classroom engagement status and language acquisitionprocess.To be specific,if teachers only focus on the teaching results without payingattention to the psychological changes of students in the teaching process,they will notbe able to find out the psychological problems,such as language anxiety of students inthe learning process in time,and will further lead to the failure of not being able to helpstudents adjust their psychological barriers,overcome their language anxiety,improve their learning efficiency,and promote language acquisition.Therefore,there is necessityto explore the influence of language anxiety on students’classroom engagementsituation.

Chapter 2 Literature Review

2.1 Definitions of Key Concepts

In this part,some key conceptions of language anxiety and student engagement willbe illustrated.

2.1.1 Language Anxiety

The term“language anxiety”is developed from the concept of anxiety,which hasbeen heavily researched since the 1970s for its crucial role in the process of gainingsuc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。