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rces of anxiety. Three kinds of anxiety (trait anxiety, stateanxiety and situation specific anxiety) are pointed out by MacIntyre and Gardner afterexamining the studies concerning anxiety and language learning (1991). Horwitz et al.(1986) classify three components of FL anxiety, i.e., communication apprehension(CA), fear of negative social evaluation and test anxiety; they also find that FL anxietyhas a negative relationship with language acquisition. McCroskey (1970) defines CAas a broadly based anxiety related to oral communication. He presents that CA is anindividual’s level of fear or anxiety associated with either real or anticipatedcommunication with another person or persons. Horwitz et al. (1986) define it as atype of shyness characterized by fear of or anxiety about communication with people.Horwitz et al. put forward the concept of Foreign Language Classroom Anxiety anddesign a famous FLCAS (Foreign Language Classroom Anxiety Scale) (Horwitz et al.,1986). Many researches on CA are done by McCroskey. Most of McCroskey’s studies,however, focus on other FL learners rather than Chinese students. Many studies seekfor effective methods to reduce FL anxiety and prove that CL is very useful. This studydiscusses CA in context of Chinese EFL college learners’ classroom and attempts toapply CL to reduce CA levels.

Chapter 2 Literature Review

The related literature and studies about anxiety, FL anxiety and especially CA arereviewed. Then the theoretical bases of the study: CL theory, the Affective FilterHypothesis, and the Output Theory are also discussed in this chapter.

2.1 Anxiety, Apprehension and Foreign Language Anxiety
n this part, the definitions of anxiety, apprehension are dealt with and thenrelated studies about FL anxiety are reviewed.

2.1.1 Anxiety and Apprehension
According to Spielberger (1972), anxiety is an unpleasant emotional state orcondition, which is characterized by subjective feelings of tension，apprehension，andworry. Socially based anxieties have cognitive, affective and behavioral components(Sarason, 1986; Spielberger, 1983), and the affective experience of anxiety includesfeelings of apprehension, uneasiness, and fear (Whitmore, 1987). Apprehension is onekind of feeling of anxiety, which is one of the mood symptoms of anxiety disorders.Anxiety is a concept associated with negative feelings like self-doubt, uneasiness,frustration, apprehension and tension (Arnold J., 2000), and apprehension is onecomponent or one kind of symptom of anxiety.It is found that a certain amount of anxiety is beneficial to learning. According toAlpert and Haber (1960), anxiety can be divided into facilitating anxiety anddebilitating anxiety. Facilitating anxiety refers to the anxiety that keeps learners alertand stimulates learners to face the nervous learning tasks. However, when learners arefaced with excessive anxiety, the anxiety will have a negative impact on the learner’sperformance, and it is called the debilitating anxiety. Anxiety can fall into threecategories as Izard (1972) put forward, they are trait, state, and situation specificanxiety.

Chapter 3 Methodology......... 31-39
    3.1 Research Questions.........31
    3.2 Subjects.........31-32
    3.3. Instruments .........32-34
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