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是小柯论文网通过网络搜集，并由本站工作人员整理后发布的，是篇质量较高的学术论文，供本站访问者学习和学术交流参考之用，不可用于其他商业目的，的论文版权归原作者所有，因网络整理，有些文章作者不详，敬请谅解，如需转摘，请注明出处小柯论文网，如果此论文无法满足您的论文要求，您可以申请本站帮您代写论文，以下是正文。 abstract:affective factors play a significant role in sla. it is universally acknowledged that anxiety, one of affective variables, has produced negative upon language learning. this paper examined the correlations between language anxiety and sla. at the same time, it explored sources of students anxiety in second language learning. on this base, some strategies in pedagogies can be made.key words:sla language anxiety pedagogies.literature review1.definition and classification of anxietyanxiety is a very important affective factor for the second language learning. brown (1994) noted that anxiety has been studied in the psychological domain and it is associated with feelings of uneasiness, frustration, self-doubt, apprehension or worry. from the perspective of definition, anxiety is viewed negatively and it is also regarded as emotional disorder and a common emotional problem. anxiety is, perhaps, the most pervasively obstructive factor in learning process. there are two kinds of anxieties from h.d.brown(1987): trait anxiety(a predisposition toward feeling anxious)and state anxiety(anxiety produced in reaction to a specific situation).2.language anxietylanguage anxiety refers to the fear or apprehension occurring when a learner is expected to perform in the second or foreign language. in oxfords opinion, language anxiety is the main factor of those that affect the second language learning (daimanchun, 2000).and horwitz et al. (1986), identified three components of foreign language anxiety:(1)communication apprehension; (2)fear of negative social evaluation;(3)test anxiety. .anxiety in sla1.source of anxietyyoung (1991) examined the language anxiety literature, and then discerned six general sources of language anxiety: personal and interpersonal anxieties;learner beliefs about language learning;instructor beliefs about language teaching;instructor-learner interactions;classroom procedures;language testing.2.factors correlated with language anxiety(1)self-esteemunsuccessful language learners often have lower self-esteem than successful language learners(price1991). self-esteem consists of two interrelated aspects:self-efficacyconfidence in ones ability to think, learn, choose, and make appropriate decisions, and, by extension, to master changes and manage changeandself-respectconfidence in ones right to be happy and, by extension, confidence that achievement, success, friendship, respect, love, and fulfillment are appropriate for oneself.horwitz, horwitz and cope(1986) noted that foreign language learning can cause a threat to self-esteem by depriving learners of their normal means of communication, their freedom to make errors, and their ability to behave like normal people. scarcella and oxford (scarcella and oxford1992)also pointed that those with high self-esteem might handle their anxiety better than those with low self-esteem, resulting in better performance. （2）beliefinfluenced by previous experiences as language learners, or shaped by their own cultural backgrounds, second language learners often hold different beliefs or notions about language learning (horwotz, 1987). belief is one of the characteristics the learners hold about in the process of language learning. a growing body of evidence suggests that beliefs play a central role in learning experience and achievements. in a study of the relationship between individual difference variables and proficiency ratings for a large group of adults involved in intensive language training, ehrman and oxford(1995:79)report that“believing that one can learn languages well was significantly correlated with proficiency in both speaking and reading.” gremmo and riley(1995:158)cite a number of recent reports which emphasize the central role of beliefs and representations about language and language learning play in determining behavior. therefore, in second language learning, it is very important to hold a firm belief.3.the roles of anxiety in sla language researchers hold different views about the existence or significance of anxiety in sla. horwitz(1990)stated that anxiety is only helpful for very simple learning tasks, but not with more complicated learning such as language learning. scovel (1978) suggested that clear-cut results are made more difficult because anxiety can have two effects that cancel each other out, leading to facilitation in some cases and interferences in others. brown(1994a) commented that it could well be that a little nervous tense in the process is a good thing. in a word, both too much and too little anxiety may hinder the process of successful second language learning.pedagogical implication1.effects of anxiety on second language learning it showed that the less anxious and more relaxed the learner is, the better language acquisition proceeds. macintyre and gardner (1991) found that what the term lanugage anxiety (the anxiety specifically generated by attempts to learn the l2) was negatively and significantly correlated with l2 performance. also, macintyre and gardner (1991) proposed a model, which accounts for the role that anxiety plays in sla. a model of the role of anxiety in language learning (based on macinty and gardner 1989a)2.anxiety reduction strategiesas mentioned above,anxiety reduction strategies became an extremely urgent task in second language teaching. instructors need to change their roles to be facilitators instead of authoritative figures in language class and they are required to make efforts to help students to get rid of language learning of unnecessary anxiety. the objective in doing so is to create more effective language learning and to help students to cultivate interest and motivation in sla.there is another effective way to reduce anxiety in language class: humanistic approache 是小柯论文网通过网络搜集，并由本站工作人员整理后发布的，是篇质量较高的学术论文，供本站访问者学习和学术交流参考之用，不可用于其他商业目的，的论文版权归原作者所有，因网络整理，有些文章作者不详，敬请谅解，如需转摘，请注明出处小柯论文网，如果此论文无法满足您的论文要求，您可以申请本站帮您代写论文，以下是正文。s. humanistic approaches emphasize the importance of the inner world of the learner and place the individuals thoughts, feelings and emotions at the forefront of all human development. a number of different language teaching methodologies have arisen from humanistic approaches, which mainly include the silent way and community language learning. the silent way involves the teacher remaining as silent as possible while the learners are involved in learning; community language learning based on principles of counseling in which the learners sit in a circle as a community and decide what they want to say. .conclusion in summary, anxiety is an important affective factor. it may act as a virtual barrier in sla. therefore, some strategies should be taken. in addition, since the study of anxiety in sla is still young the future researchers need more investigations to learn and seek for more effective methods on sla.references: 1susan, m. gass & larry selinker second language acquisition: an introductory course.2cohen, a.d. strategies in learning and using a second language foreign language teaching and research press.3cook, v. linguisitics and second language acquisition macmillan publishers ltd.4ellis, r. second language acquisition in context prentic-hall international english language teaching.5stern, h.h concepts of language teaching oxford university press.6spolsky, b. conditions for second language learning .上海外语教育出版社.7杨晚英.浅谈外语学习策略.晋东南师范专科学校学报,2003,(01).8王悦.非智力因素对外语学习的影响.东北大学学报(社会科学版),2002,(02).9骆小方.a research on high middle school students english learning strategiesd.南京师范大学，2004.10林红.外语学习焦虑研究.湘潭大学,2006.11刘迎春.关于情感因素对第二语言习得影响的研究.吉林大学,2006.12李云默.情感因素与中学英语教学.广西师范大学,2004.13邓晓英.learners affective factors in college english communicative classrooms. 电子科技大学，2003.14凌榞.情感因素在大学英语教学中的作用.西南师范大学，200415施海霞.英语教学的情感因素之一焦虑问题的研究.华中师范大学,2003.16许秀芹.中等职业学校学生英语学习焦虑的现状研究.西北师范大学,200517史杰.谈学习动机与焦虑情绪对英语学习的影响j.交通高教研究,2001,(03).18屈社明.第二语言学习中的语言焦虑j.邯郸师专学报,2001,(02).19闫传海,张梅娟.情感因素在外语教学中的介入j.外语界,2002,(05).（作者单位：中北大学人文学院）其他参考文献baker, sheridan. the practical stylist. 6th ed. new york: harper & row, 1985.flesch, rudolf. the art of plain talk. new york: harper & brothers, 1946.gowers, ernest. the complete plain words. london: penguin books, 1987.snell-hornby, mary. tran