Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China

Wang Fei

doi:10.24297/jal.v10i0.8444

Abstract

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

Highlights

English is a widely spoken international language worldwide
As learners are of an essential role in second language acquisition theory, English teachers need to act as directors and focus more on individual learners' factors
Some learners have grasped on the language learning strategy adequately, but due to the effect of affective factors, these learners may not use those strategies in the process of foreign language acquisition

Summary

Introduction

English is a widely spoken international language worldwide. In China, the Education Ministry admitted the importance of English education since the 1990s. Many linguistic theorists begin to attach importance to research on individual language learners (Chen and Hu, 2012). Liu (2014) emphasizes that language learners differ extremely in both the methods they use to acquire a foreign language and in whether they can be successful English language learners. As learners are of an essential role in second language acquisition theory, English teachers need to act as directors and focus more on individual learners' factors. Among these individual factors which influenced the foreign language acquisition, foreign language learning anxiety (FLLA) and foreign language learning strategies (FLLS) are two components. Some learners have grasped on the language learning strategy adequately, but due to the effect of affective factors, these learners may not use those strategies in the process of foreign language acquisition

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Results

Conclusion