英语论文网

1.2 Aims of the Research
According to the National English Curriculum Criteria, the Education is for all thestudents and lie emphasis on their all-around development. The students’ affective needs areparticularly concerned in this criterion. Therefore this paper aims at exploring the followingthree points.First, it is to make clear the overall English learning anxiety level of the under-achieversin senior one, which would be beneficial for us to have a holistic understanding of theunder-achievers’ English learning anxiety and provide reference to the deeper research.Second, it aims at finding out the possible factors that have triggered the Englishlearning anxiety, which is also the crucial part of this paper. The existence of the Englishlearning anxiety has been proved by many researchers, so exploring the related factorsresulting in the English learning anxiety would be more significant.The research is to provide the guidance to the practice. Therefore, the ultimate aim ofthis paper is designed to propose the proper suggestions to the teachers to help theunder-achievers in English learning and arouse the teachers’ attention to the Englishunder-achievers.

ChapterⅡ Literature review

2.1 Foreign language anxiety
Anxiety is a kind of normal human experience. It is considered as one psychologicalphenomenon which is worth mentioning. But it is difficult to define by a simple sentence. Forresearch purposes, the researchers in different fields give different definitions to anxiety.According to Spielberger (1972), “anxiety is an unpleasant emotional state or condition thatis characterized by subjective feeling of tension, apprehension, nervousness, and worry andby activation or arousal of the autonomic nervous system”. Arnold (1999:8) believes that“anxiety is quite possibly the affective factor that most pervasively obstructs the learningprocess”. It is associated with negative feeling such as uneasiness, frustration, self-doubt,apprehension and tension. In general psychology, anxiety, as a common psychologicalreaction, refers to “a complex state of restlessness, apprehension and dread whichexperienced in one’s perception of the inability to reach the goal or overcome difficulties”(Tobias, 1978:578) Sovel (1978) defines anxiety as “apprehension, a vague fear that is onlyindirectly associated with an object”. Lewis (1970) defines anxiety as “an emotional statewith the subjectively experienced quality of fear as a closely related emotion”. This emotionis unpleasant, negative. It is out of proportion to the threat; future directed and involves bothsubjective aspects and manifest bodily disturbances.
According to Alpert and Haber (1960), anxiety could be classified into debilitatinganxiety and facilitating anxiety. Obviously, debilitating anxiety is the negative one which isharmful, while facilitating anxiety is the positive one that is helpful. The debilitating anxietydoes harm to the learners’ performance in many ways, both indirectly through worry andself-doubt and directly by reducing participation and creating overt avoidance of the language.Debilitating anxiety is also related to plummeting motivation, negative attitudes and believes,and language performance difficulties (Arnold, 1999, 60). Although most researchers focuson the negative part of the anxiety, the positive part of it does exist. Facilitat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。