Author(s)

Ran Xu ¹, Xiangyong Wang ^1,2

Affiliation(s)

¹ Haining Middle School, No.56 Jianshe Middle Road, Lianyungang, China
² Faculty of Education, Qufu Normal University, No.57 Jingxuan West Road, Qufu, China

Corresponding Author

Xiangyong Wang

ABSTRACT

With the deepening of education reform, governments all over the world have raised the requirements for teachers and students. In 1997 the term of "Competencies" was first introduced by the OECD. The Ministry of Education (China) issued the English Curriculum Standards for Compulsory Education (2022 edition) in April 2022. The new English Curriculum Standards adds emotional goals, advocating the cultivation of students' emotional attitudes into English teaching, which is in line with its basic philosophy of people-oriented and focusing on students' quality education. In addition, with the development of linguistics and humanistic psychology, linguists have gradually shifted their research focus from how teachers teach language knowledge and improve language learners' language skills to how to infiltrate emotional development into language teaching to help foreign language learners learning language. Anxiety is one of the main components of emotional factors. This study investigates the English learning anxiety of grade seven students, analyzes the class differences of students' anxiety, the influence of anxiety on English performance and the causes, and puts forward the corresponding teaching strategies to overcome anxiety. In order to help students to reduce anxiety, it is necessary to improve the effectiveness of English learning.

KEYWORDS

Junior school students, English learning, language anxiety

CITE THIS PAPER

Ran Xu, Xiangyong Wang, An Empirical Study of Language Anxiety in Junior School Students' English Learning. Adult and Higher Education (2023) Vol. 5: 10-18. DOI: http://dx.doi.org/10.23977/aduhe.2023.050102.

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