An Introduction to the Relationship Between Foreign Language Learning Anxiety and Learning Effectiveness in Middle School Learners

Yao Huang

doi:10.54097/8andex85

Authors

Yao Huang

DOI:

https://doi.org/10.54097/8andex85

Keywords:

Foreign Language Learning Anxiety; Academic Performance; Secondary English.

Abstract

In recent years, there has been a significant advancement in the field of Positive Psychology, which has the potential to enhance the well-being of middle school students. These students often experience emotional challenges, including feelings of nervousness and happiness. The issue of nervousness in learning foreign languages has been a central concern in English education for quite some time. If middle school students do not effectively manage their nervousness, it can lead to negative consequences. This paper will explores the impact of foreign language learning anxiety on learning effectiveness of junior high school students, analyzes the mechanisms of test anxiety, communication anxiety and negative evaluation, explores the mediating roles of emotional intelligence, learning motivation and learning strategies in reducing anxiety and enhancing effectiveness, and proposes effective methods to reduce anxiety.

Downloads

Download data is not yet available.

References

[1] Dewaele J-M,Magdalena AF & Saito K .(2019). The effect of perception ofteacher characteristics on Spanish EFL learners' anxiety and enjoyment. The Modern Language Journal,103(2):412-427.

[2] Dewaele, J. M., J. Witney, K. Saito, et al. (2017). Foreign language enjoyment and anxiety in the FL classroom, Language Teaching & Research，22(6):676－697.

[3] Ghanizateh, A. & F. Moafian.(2010). The role of EFL teachers’emotional intelligence in their success. English Language Teaching Journal, 64(4):424⁃435.

[4] Goleman, D.(1995). Emotional Intelligence. New York: Bantam Books.

[5] Han, Y., & Xu, Y. T. (2020). A study on emotional experience and emotional regulation strategies in second language writing learning from the perspective of positive psychology—Taking written corrective feedback as an example. Foreign Language World, (1), 50–59.

[6] Jiang, G. Y., & Li, C. C. (2017). A review and prospect of second language acquisition research from the perspective of positive psychology.Foreign Language World, (5), 32–39.

[7] Krashen S D.(1985)．The Input Hypothesis: Issues and Implications． Boston，MA: Addison-Wesley Longman Ltd.

[8] Liu，M.& J. Jackson.(2008)． An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal，92 ( 1) : 71－86．

[9] .Li, C. C. (2020). An exploration of the relationship between emotional intelligence and English academic performance—The multiple mediating roles of joy, anxiety, and burnout. Foreign Language World, (1), 69–78.

[10] MacIntyre.P D (2016).So far so good:An overview of positive psychology and its contributions to SLA.In ml'ajda D(eds.).Positive Psychology Perspectives on Foreign Language Learning and Teaching.New York:Springer, 3-20.

[11] MacIntyre P D,GregersenT & Mercer S (2019). Setting an agenda for Positive Psychology inSLA:Theory,practice,and research. The Modern Language Joumal,103(1):262-274

[12] Ren, J., & Ye, H. S. (2004). Positivity: The core value of contemporary psychological research.Journal of Shaanxi Normal University, (04), 106–111.

[13] Sun, Q. H. (2019). A study on the correlation between junior high school students' foreign language learning anxiety and foreign language learning achievements.

[14] Xue, H. X., & Wang, Y. B. (2022). Foreign language emotional regulation strategies and foreign language emotions: Based on latent profile analysis. Foreign Language Teaching, (4), 62–68.

[15] Yu, W. H., Shao, K. Q., & Xiang, Y. Z. (2015). The relationship among emotional intelligence, foreign language learning anxiety, and English learning performance. Modern Foreign Languages, (5), 656–666.