Analysis of Phenotypic Factors and Research on Countermeasures of Chinese Secondary School Students' Anxiety in Oral Learning

Abstract

In an environment where English is becoming a second language for most people, studying English has become a major subject for Chinese secondary school students. However, factors such as students' own communication abilities and the external teaching environment contribute to spoken English being a weakness for most learners. This issue is particularly evident and widespread among secondary school students. The purpose of this study is to further explore the triggering factors behind this phenomenon and to uncover teachers' strategies to alleviate Chinese secondary school students speaking anxiety. The study will employ semi-structured interviews with current secondary school students and analyze the data using thematic analysis. The findings aim to demonstrate that Chinese secondary school students' speaking anxiety is influenced by factors such as their personalities and the external environment. Teachers can effectively alleviate students' speaking anxiety by encouraging teaching, diversified teaching modes, and classroom interaction. The study's findings may be effective in alleviating the speaking anxiety of secondary school students and assisting teachers in teaching speaking. The significance of this study lies in identifying the causes of speaking anxiety among Chinese secondary school students and offering strategies to help alleviate this issue. It also provides valuable insights for secondary school English teachers in improving their speaking instruction and reducing anxiety. Furthermore, the study aims to raise awareness within the education community about the prevalence of speaking anxiety among students.