Author(s)

Xiao Pan ¹

Affiliation(s)

¹ Loudi Normal College for Preschool Education, Lengshuijiang, 417500, Hunan, China

Corresponding Author

Xiao Pan

ABSTRACT

Motivational theory is particularly significant for language teaching and learning for the many foreign language learners around the world of which approximately one-third experience different levels of foreign language anxiety (FLA). However, regardless of students their own factors, Wang contends that achieving the goal of mastering languages is principally connected with how teachers take care of the emotion of students. Therefore, it is necessary to find ways of reducing students’ anxiety and provide students with a relaxed and cheerful classroom environment. 

KEYWORDS

Foreign language anxiety (FLA), Teacher beliefs, High school English teaching, Implications

CITE THIS PAPER

Xiao Pan, The impact of anxiety on foreign languagelearning: an exploration of beliefs and implications from a high school English teacher in China. Applied & Educational Psychology (2022) Vol. 3: 1-4. DOI: http://dx.doi.org/10.23977/appep.2022.030201.

REFERENCES

[1] Alrabai, F. (2015) The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. Innovation in Language Learning and Teaching 9(2)pp.163–190.
[2] Dewaele, JM and Alfawzan, M. (2018) Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching 8(1):pp.21–45.
[3] Dornyei, Z. and Ryan, S. (2015) The psychology of the language learner revisited. London: Routledge .
[4] Yan, Guo. Jin, X (2018) English language learners’use of self-regulatory strategies for foreign language anxiety in China. System 76 (18).
[5] Zheng, R. and Cheng, K. (2018) Language Testing in Asia. Modern Language Journal 108(76):pp.37-40.

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