A Study on the English-class Questioning Anxiety and Learning Strategies in a High School
|School||Hunan University of Science and Technology|
|Keywords||Senior high school student Classroom Questioning anxiety Learning Strategies Academic Interaction effects|
Foreign language anxiety and learning strategies have been more concerned about the two factors in foreign language teaching researchers, it was found that not only both of which can have an impact on students' English proficiency, and also there is a relationship between both. This study investigated the use of high school students in English classroom questions anxiety levels and learning strategies, trying to ask questions through the English classroom anxiety, learning strategies and achievement of three relationships, to explore the anxiety and learning strategies of high school students in English classroom questioning use of interactive effects on academic achievement, on the one hand the teachers to further understand the role played by the high school students of foreign language anxiety and learning strategies in foreign language teaching high school students, on the other hand to be able to overcome the English classroom questioning anxiety, the correct use of English learning strategies English, thereby enhancing the academic performance. Xiangtan City three senior grade 105 students to explore high school foreign language anxiety, learning strategy use and academic performance among the author conducted a survey, using reference Horwitz, et al (1986) designed a foreign language Classroom Anxiety Scale and Oxford (1990), the preparation of the Language Learning Strategies Inventory (Strategy Inventory for Language Learning, SILL) as a research tool. Pearson correlation analysis method and two-factor analysis of variance using SPSS (13.0) software on the collected data collation, analysis, and findings are as follows: first, the questions from English class anxiety and there is a significant negative correlation between English scores the relationship English Classroom Questioning the higher the level of anxiety, and the students 'English scores lower, on the contrary, the students' English Classroom Questioning lower the anxiety level, the higher English scores; Second, the use of English learning strategies and English scores have significantly positive correlation between the learning strategies that students use more frequently, the higher the academic performance of the students, on the contrary, the less students use learning strategies, lower academic performance; Thirdly, the use of English Classroom Questioning the level of anxiety and learning strategies students English grades interactive effects, and that when anxiety level of students 'English classroom questioning the use of the learning strategies of the students' English scores will change; When students use learning strategies at the same time, the English Classroom Questioning the anxiety level of students English scores will change. For a discussion of the relationship between high school students classroom Asked anxiety, use of learning strategies and achievement, the study of high school foreign language teaching in foreign language anxiety and learning strategy use teaching suggestions, for the majority of high school English teachers to provide practical and theoretical foundation, and ultimately help students to overcome their disadvantaged advantage, in order to better learn English.