高一学生英语课堂口语焦虑现状的调查与研究

iAnInvestigationonSeniorOneStudents’SpeakingAnxietyinEnglishClassesinHaikouAbstract:BasedonKrashen'saffectivefilteringhypothesisandhumanisticpsychology,thisstudyinvestigatestheoverallsituationofEnglishspeakinganxietyofsenioronehighschoolstudentsinHaikouCitybyusingquestionnaireandinterviewandexploresitscausesandputsforwardfeasiblesuggestions.TheresultsshowthatthereisacommonproblemofEnglishspeakinganxietyamongseniorhighschoolstudents.Thereisnosignificantdifferenceingenderbutinoriginofstudent.Thereasonsmainlyincludeinternalfactorsandexternalfactors,theformermainlyincludestoomuchself-awareness,lackofself-confidenceandfearofnegativeevaluation,thelattermainlyinvolvestheteachingenvironment,therelationshipbetweenclassmatesandtestpressure.Attheendofthepaper,theauthorofferssomefeasiblesuggestionstorelievetheEnglishspeakinganxietyofstudents.Keywords:Speakinganxiety;Englishclass;Senioronestudent海口市高一学生英语课堂口语焦虑的调查与研究摘要：本研究以克拉申的情感过滤假说以及人本主义心理学为理论基础，采用问卷调查法和访谈法调查海口市高一学生英语课堂口语焦虑水平的基本情况，探讨其原因并提出可行性的建议。结果表明海口市高一学生普遍存在英语课堂口语焦虑问题；性别因素上差异不明显；生源地因素上差异明显。产生原因主要有内部因素和外部因素，前者主要是自我意识太强、缺乏自信和担心负面评价，后者主要有教学环境、同学之间的关系以及测试压力。文末作者对缓解学生英语课堂口语焦虑提出了可行性的建议。关键词：口语焦虑；英语课堂；高一学生IntroductionInthispart,theauthormainlyintroducesthebackground,purposeandsignificanceofthisresearch.BackgroundoftheresearchTheEnglishCurriculumStandardsforSeniorHighSchools(2017edition)(MinistryofEducation,2018)pointsoutthatthecoreliteracyofEnglishsubjectsincludesfouraspects:languageability,culturalawareness,thinkingqualityandlearningability.Intermsoflanguageability,itisalsoclearlypointsoutthattheshouldbuildacertainlanguageawarenessandEnglishlanguagesensetobeabletointegrateexistinglanguageknowledgeintoacommonspecificcontext,tounderstandthemeaningexpressedinoralandwrittentexts,onsuchbasis,studentscaneffectivelyuseoralandwrittenlanguagetoexpressmeaning,andtocarryoutinterpersonalcommunication.ThisclearlyrequiresstudentsinhighschooltocultivateandimprovetheirEnglishspeakingskills,andtobeabletoexpresstheirpersonalviewsinEnglish.However,theactualsituationisthatmostofthestudentscannotexpresstheirideasandopinionsclearlyandfluentlyinEnglishspeaking,anditisdifficultforthestudentswithalowleveltoaccepttheEnglishteachingfromtheteachers,andtheteacherscanonlyuseEnglishandChineseorevenallChineseforalongtime.Thegenerallanguageenvironmentisnotconducivetothecultivationofstudents'Englishspeakingexpressionability,resultingintheirpoorEnglishpeakingskills.Itcreatesaclosedloop.Inclass,studentsdarenotspeakEnglishduetotheinfluenceofanxiety,whichaffectstheimprovementoftheirEnglishspeakingskillstoacertainextent.TheaboveinformationleadstotheconclusionthattheMinistryofEducationhasclearrequirementsandstandardsfortheEnglishspeakingskillsofhighschoolstudentsinChina.Thisalsorequiresteacherstotrainandcultivatestudents'Englishspeakingabilityinadditiontoallowingstudentstoobtaintestscoresinthecourseofteaching,soastorealizethecomprehensiveuseofskills.Inordertoimprovestudents'Englishspeakingskills,itisnecessarytosolvethebiggestinfluencefactorthatdisturbsandhindersstudents'Englishspeakingskills:speakinganxiety.Forsecondlanguageacquisition,anxietyisaveryimportantemotionalfactoraffectingstudents'foreignlanguagelearning,andlearninganxietyisnegativelycorrelatedwithstudents'performanceandEnglishspeakinglevel,thatis,students'Englishspeakinglevelisdeeplyaffectedbyanxiety,andstudents'EnglishspeakingabilityinEnglishspeakingoutputisnotonlyaffectedbystudents'learningability,butalsoaffectedbystudents'emotionalpsychology.Thiskindofspeakinganxietycanbealleviatedandimprovedwiththeimprovementofstudents'languageabilityandlanguagecontrolability,soastoimprovetheiroralexpressionlevelandformabenignandfriendlycycleofimprovement.However,ifstudentscannotovercometheirspeakinganxietyandarealwaysinsuchanegativeemotionalenvironment,thetemporaryanxietywillevolveintolong-termanxiety,whichwillhinderstudents'learningabilityandEnglishspeakingskillsforalongtime.Therefore,itrequiresteachers,studentsandrelevantpersonneltoconductresearchonspeakinganxietyandfindsolutions,soastoimprovelearningabilityandEnglishspeakinglevel.Also,teachersshouldunderstandthephenomenonandcausesofEnglishspeakinganxietyinseniorhighschoolstudentsandmakeappropriateimprovementsinteaching.Students'speakinganxietycanbegraduallyeliminatedbycreatingagoodclassroomoraloutputatmosphereandmakingtheclassroomcontentmorerelevanttolife(LiDanyou,2019).Therefore,theauthorconductedaquestionnaireandinterviewsurveyofseniorhighschoolstudentsinHaikouCity,mainlyaimingtostudythecurrentsituationofEnglishspeakinganxietyinclass,hopingtoexplorethecausesofstudents'Englishspeakinganxietyinclassfromthesurveyandproposefeasiblecountermeasures.PurposeoftheresearchThepurposeofthisstudyistoexplorethebasicsituationofEnglishspeakinganxietyofseniorhighschoolstudentsinHaikouCity,analyzethedifferencesingenderandregionalvariablesofEnglishspeakinganxietyofseniorhighschoolstudentsinclass,andexplorethecausesofthisphenomenononthebasisofdataanalysisandputforwardfeasiblesuggestionsandsolutions.Therefore,themainobjectivesofthisstudyare:UnderstandandmasterthebasicsituationofEnglishspeakinganxietyofseniorhighschoolstudentsinHaikou,anddeeplyunderstandtheinfluenceofthisemotionalfactoronEnglishlearning.ToexplorethedifferencesofEnglishspeakinganxietyofseniorhighschoolstudentsintermsofgenderandplaceoforigin,andtounderstandthephysiologicalandlocalcharacteristicsofEnglishspeakinganxietyofseniorhighschoolstudents.Basedontheresultsofquestionnairesurveyandinterview,thispaperanalyzesthecausesofEnglishspeakinganxietyofseniorhighschoolstudents.Basedontheanalysisoftheresults,combinedwiththetheoreticalbasisandliteratureresearch,theauthorputsforwardsometeachingsuggestionsthatcanhelpalleviatetheEnglishspeakinganxietyofseniorhighschoolstudents.SignificanceoftheresearchThispartmainlyexplainsthetheoreticalsignificanceandpracticalsignificanceofthisresearch.TheoreticalsignificanceThesolutionofstudents'Englishspeakinganxietyinclassisconducivetotheimprovementofstudents'overalllearningabilityandlevel,andtheimprovementofstudents'corequalityofEnglishsubject.BasedonthequestionnairesurveyandpersonalinterviewdataofseniorhighschoolstudentsinHaikou,thisstudywillanalyzethecausesandproposecorrespondingcountermeasures,whichwillenrichtheresearchperspectiveofstudents'Englishspeakinganxietyinclasstoacertainextent,andenrichtheeffectivenessoftheimprovementofstudents'oralexpressionlevelontheimprovementofstudents'subjectcoreliteracy.IthasacertaintheoreticalsignificanceforthereformofEnglishspeakingclassroomforseniorhighschoolstudentsunderthenewcurriculumstandards.PracticalsignificanceInHainanorevenChinaEnglishclassisthemainplaceformoststudentstolearnforeignlanguages,andstudents'oralexpressionabilityisnegativelyaffectedbyspeakinganxietyinclass,andstudents'orallanguageabilityisamajorpartofstudents'coreliteracytraining.Therefore,thispaperinvestigatesthecausesofspeakinganxietyinclassofseniorhighschoolstudentsinHaikouCityandproposessolutions.Itisnecessaryandimportant.Thisstudydiscoverthereasonsfromthedata,andproposesolutionsonthisbasis.Tosomeextent,thisstudyconformstothetrendofeducationreform,providesarelativelyeffectiveteachingreferenceforseniorhighschoolEnglishspeakingteaching,andhascertainpracticalsignificancefortheecologicalconstructionanddevelopmentofseniorhighschoolEnglishspeakingteaching.Basedontheconclusionsofthisstudy,itcanprovidesomereferentialsuggestionsandreferencesforfront-lineteachersonthedesignofteachingprocess,andpromotethegradualeliminationofstudents'speakinganxiety.Inaddition,theinvestigationconclusionsandsolutionsofthisstudycanhelpfront-lineteacherstoreflectonandimproveteachingtoacertainextent,andhavecertainpracticalvalueforcreatingmoreperfectEnglishteachingandcultivatingstudents'coreliteracy.LiteratureReviewInthispart,theauthorfirstintroducestherelatedconceptsoftheresearch,includingthedefinitionofanxiety,foreignlanguagelearninganxietyandforeignlanguageanxietyscale.Thenitelaboratesthetheoreticalbasisofthisresearch,includingtheaffectivefilteringhypothesisandtheeducationalviewofthestudentsubject.Atthesametime,therelevantresearchesathomeandabroadareintroduced.DefinitionDefinitionofanxietyAnxietyisanemotionalfactorthatplaysanimportantroleintheprocessofforeignlanguagelearning.Differentresearchershaveexpresseddifferentviewsontheconceptofanxiety."anxiety"firstappearedintheearly19thcentury,andaftertheword"anxiety"appearedinFreud's"IntroductiontoPsychoanalysis",therehavebeencontinuousresearchtopicsonanxietyandrelatedtopics.Scoveldescribesanxietyasa"stateofworry,avaguefear,"whichhebelievescanhavebothpositiveandnegativeeffects.Intheory,MacIntyreandGardner(1991)divideanxietyintothreetypesaccordingtoitsnatureandstate.traitanxiety,stateanxiety,andsituationspecificanxiety.Manyscholarshaveshownthatanxietyisoftenthemainobstacletoforeignlanguagelearning,anditwillhaveacertainhindrancetostudents'foreignlanguagelearning.DefinitionofspeakinganxietySinceEnglishlearningincludeslistening,speaking,reading,writingandotherparts,differentstudentsmayhavedifferentanxietieswhenlearningdifferentparts.Basedonpreviousstudiesandthepurposeofthisstudy,theauthorclassifiesforeignlanguageanxietyintolisteninganxiety,speakinganxiety,readinganxietyandwritinganxiety.DifferentresearchershavedifferentunderstandingsofEnglishspeakinganxiety.Brown(2002)believesthatEnglishspeakinganxietyisacommonfearinEnglishlearning.Sato(2003)definedEnglishspeakinganxietyasparticipants'fearandanxietyaboutusingEnglishorally.ThisfeelingcameupeverytimetheparticipantstriedtospeakEnglish.AccordingtoAhmed(2016),EnglishspeakinganxietyreferstothefearthatsomelearnersencounterwhenspeakingEnglishatthisstage.Chen(2019)believesthatEnglishspeakinganxietyisakindoflanguageanxietymanifestedinEnglishspeakinglearning.ManystudentsexperiencevaryingdegreesofanxietywhenlearningandspeakingEnglish.Cai(2019)pointedoutthatEnglishspeakinganxietyreferstotheemotionalexperienceoftension,fear,anxietyandhighphysiologicalarousalcausedbytheuseofEnglishspeaking.Inthisstudy,theauthorsusedCai(2019)'sdefinitionofEnglishspeakinganxiety,whichreferstotheemotionalexperienceoffear,tension,andhighphysiologicalarousalcausedbytheuseofspokenEnglish.TheoreticalfoundationKrashen'sAffectiveFilterHypothesisKrashen'saffectivefilterhypothesisholdsthattheenvironmentwithalargenumberofcomprehensibleinputsdoesnotmeanthatstudentscanlearnthetargetlanguagewell,andtheprocessofsecondlanguageacquisitionisalsoaffectedbymanyemotionalfactors.Languageinputmustpassthroughtheemotionalfilterbeforeitcanbecomelanguage"absorption".Krashenbelievesthattheemotionalfactorsthataffectlanguageacquisitionare:1)motivation.Whetherthestudents'learningpurposeisclearornotdirectlyaffectsthelearningeffect.Thepurposeisclear,thepowerislarge,theprogressisfast;Otherwise,thereislittleeffect.2)Personality.Confident,extroverted,willingtobeinanunfamiliarlearningenvironment,self-feelgoodlearnersmakefasterprogressinlearning;3)Emotionalstate.Mainlyreferstoanxietyandrelaxation.Strongeranxiety,higheremotionalbarrier,lessinput,Otherwise,itiseasytogetmoreinput.Thefollowingfiguredescribesthisprocessvividly:Figure2.1TheAffectiveFilterHypothesisHumanisticPsychologyHumanisticpsychologyisapsychologicaltheorythataroseinthe1960s,representedbyRogersandMaslow.Itemphasizeshumannature,interestanddignity,andbelievesthatthestartingpointofindividualbehavioristoachievetheirowngoals.Chen(2014)andWang(2014)believethathumanisticpsychologyhasthefollowingcharacteristicsinthefieldofeducation:Humanisticpsychologyadvocatesstudent-centered,paysattentiontoemotionalteaching,andadvocatestheestablishmentofharmoniousteacher-studentrelationship.Teachersshouldpayattentiontostudents'personalityandpotential,combineemotionalandintellectualfactorstohelpstudentsimprovelearningefficiencyandcreateapositivelearningenvironment.RelatedresearchesabroadandathomeRelatedresearchesonEnglishspeakinganxietyabroadAnxiety,firstappearedintheearly19thcentury,andaftertheword“anxiety”appearedinFreud's“IntroductiontoPsychoanalysis”,therehavebeencontinuousresearchtopicsonanxietyandrelatedtopics.Scoveldescribesanxietyasa“stateofworry,avaguefear”whichhebelievescanhavebothpositiveandnegativeeffects.Intheory,MacIntyre＆Gardner(1991)divideanxietyintothreetypesaccordingtoitsnatureandstate.traitanxiety,stateanxiety,andsituationspecificanxiety.Manyscholarshaveshownthatanxietyisoftenthemainobstacletoforeignlanguagelearning,anditwillhaveacertainhindrancetostudents'foreignlanguagelearning.Inaddition,thefirststudieson“foreignlanguageanxiety”appearedintheearly1970s.Atthetheoreticallevel,Horwitz(1986:128)believesthat“learners'uniqueandcomplexself-awareness,NewYear,emotionsandbehaviorsrelatedtoclassroomforeignlanguagelearningaregeneratedbytheuniquenessoftheforeignlanguagelearningprocess.”Onthebasisoftheseremarks,Horwitzetal.designedthe“ForeignLanguageClassroomAnxietyScale”,averyauthoritativetoolformeasuringanxiety,in1986.Youngsummarizedsixpossiblecausesoflanguageanxiety:individualanxietyandanxietybetweenindividualsandothers,learners'cognitionoflanguagelearning,teachers'cognitionoflanguageteaching,communicationbetweenteachersandlearners,formsofclassroomactivities,andlanguagetesting(1991:427-439).Inpractice,Philipsconductedinterviewswith44AmericanFrenchstudentsandFLCAS,andconcludedthatforeignlanguagelearninganxietyhasareverseeffectonoralexpressionability.Adia(1994)conductedasurveyonsophomorestudentsinJapanandfoundthatstudents'anxietylevelwasnegativelycorrelatedwiththeirJapaneselearningperformance.Inaddition,Duxbury(2010)madeacomparativestudyontheeffectofcooperativelearningonforeignlanguageclassroomanxietyofstudentsfromAmericanuniversitiesandTaiwanuniversities,andfoundthattherewasnosignificantcorrelationbetweenforeignlanguageanxietyandcooperativelearningofAmericanstudents.However,thesurveydataofTaiwanesestudentsfromonlyoneofthethreeschoolsinTaiwanshowthatthereisasignificantcorrelationbetweenstudents'foreignlanguagelearninganxietyandcooperativelearning.RelatedresearchesonEnglishspeakinganxietyathomeThestudyofforeignlanguagelearninganxietybydomesticscholarsislaterthanthatofforeignscholars.However,domesticscholars'researchonEnglishspeakinganxietyshowsatrendofcontinuousgrowth.Inrecentyears,moreandmorescholarshaveconductedresearchonthistopic.Inthesestudies,mostoftheresearchobjectsareEnglishmajorsandnon-Englishmajors,andtheresearchcontentmainlyfocusesonthelearninganxietyofcollegeforeignlanguagecoursesundertheSPOCmixedteachingmode,therelationshipbetweencollegestudents'foreignlanguagelearninganxietyandself-regulationstrategies,andtherelationshipbetweencollegestudents'self-efficacy,foreignlanguagelearninganxietyandlearningburnout.Intermsoftheory,ChenZhongyu(2006)alsoinvestigatedandanalyzedtherelationshipbetweenemotionalbondingandEnglishspeakingcommunicationdisorderinaStudyofMiddleSchoolStudents'EnglishspeakingCommunicationDisorder.Thestudyshowedthatstudents'self-confidencewasnegativelycorrelatedwiththeirEnglishspeakinganxiety.LiuZemeiandZhuXiaodongbelievethatteachersshouldcreateagoodteachingatmosphereandadoptflexibleteachingmodelstostimulatestudents'interestinoralexpressionandoutput.HaoMeiandHaoRuoping(2001)arguedthatstudents'anxietywouldhaveagreatimpactontheirEnglishperformance.Inaddition,thesurveyshowedthatgirls'anxietywasmoreseriousthanboys'anxiety.Inpractice,SongYan(2016:32)investigatedandanalyzedtherelationshipbetweenactualEnglishclassroomanxietyandEnglishspeakingoutputqualityamong80collegestudentsmajoringinEnglish,andconcludedfromthedatathatthemaincauseofstudents'anxietywasstudentsthemselves.HuLili(2018)discussedandstudiedthepracticeofEnglishspeakingteachingfromtheemotionaldimensionofstudents'subjects,andonthisbasiscarriedoutthepracticeofinteractiveteachingmethod,soastoalleviatestudents'anxiety.SummaryScholarsathomeandabroadhaveconductedresearchandanalysisonforeignlanguagelearninganxietyfromboththeoreticalandpracticalaspects.Thesetheoreticalachievementshavegreatlypromotedthecultivationofstudents'oralexpressionabilityineducationandteaching,contributedtotheimprovementofpracticaleducationandteaching,andprovidedtheoreticalandpracticalreferencesforchurchteaching.However,theresearchonforeignlanguagelearninganxietyandclassroomEnglishspeakinganxietycanbefurtherimprovedathomeandabroad.Firstly,theexistingresearchfocusesonEnglishmajorsincollegesanduniversities,andtheresearchandanalysisofhighschoolstudentsarestillrelativelylacking.Secondly,fromtheperspectiveofteachingpractice,therearerelativelyfewresearchesappliedtoactualteaching.Inaddition,intermsofthegeographicalscope,theresearchontheEnglishspeakinganxietyofhighschoolstudentsinHainanProvinceisevenless.ResearchDesignThispartwillillustratetheresearchquestions,subjects,instrumentsandprocedures.ResearchquestionsThispaperaimsatexploringtheEnglishclassroomanxietyofseniorhighstudents’speakinganxiety.Therefore,weputforwardthefollowingtworesearchquestionsareasfollows:Thisstudyfocusesonthefollowingtwoquestions:WhatistheoverallsituationofEnglishspeakinganxietylevelofseniorhighschoolstudent?WhatarethemaincausesforEnglishspeakingclassroomanxietyofseniorhighschoolstudents?ResearchsubjectsThisstudymainlyfocusesonthestudentsofGradeoneinQiongshanMiddleSchoolofHaikouCityandthehighschoolaffiliatedtoHainanNormalUniversity.QiongshanMiddleSchoolofHaikouCityandtheHighschoolaffiliatedtoHainanNormalUniversityarelocatedinHaikouCity.ThecomprehensivestrengthofQiongshanMiddleSchoolandthestudents'Englishperformancearegood.Inaddition,mostofthestudentsinthesetwoschoolscomefromdifferentdistrictsofHaikouCity,sothesubjectsofthestudyarerepresentative,whichcanbasicallyreflectthebasicsituationofEnglishspeakinganxietyofseniorhighschoolstudentsinHaikouCity.Inthisstudy,219seniorhighschoolstudentswereselectedasquestionnairesurveysubjects,and6studentsand2in-serviceteacherswereinterviewed.ThispaperaimstoexplorethebasicsituationofEnglishspeakinganxietyofseniorhighschoolstudentsinHaikouCity.ResearchinstrumentsQuestionnaireInordertomeasurethebasicsituationoftargetstudents'Englishspeakinganxietyinclass,thequestionnaireusedinthisstudywasmainlycombinedwithstudents'personalcharacteristics(gender,placeoforigin)andForeignLanguageClassroomAnxietyScale(FLCAS).Publishedthroughthequestionnairestarplatform,atotalof38questions,includingthedesignofliedetectionquestions,canimprovethecredibilityofthequestionnaireandensurethetruthofinformationfilling.TheEnglishspeakinganxietyscaleforseniorhighschoolstudentsconsistsof34questions,eachofwhichhas5options.TheLikertfive-componentscalemethodisusedtoscore,with5pointsfor"stronglyagree",4pointsfor"agree",3pointsfor"Neitheragreenordisagree",2pointsfor"stronglydisagree"and1pointfor"stronglydisagree".Forthethreecontrarianquestions(Q2,Q14,Q22,Q32),score5-1pointsfrom"stronglydisagree"to"stronglyagree".Thehigherthescore,thehigherthelevelofspeakinganxiety.Inordertoanalyzethebasicsituationandmaincausesofstudents'speakinganxietyinclass,thequestionnairewasdividedintofivedimensions:classroomactivitiesandenvironment,teachers'teachingbehavior,students'Englishlearningattitude,Englishlevelandcommunicativeconfidence,andfearofnegativeevaluation.Table3-1liststhefivedimensions.Table3-1ThedimensionaldivisionofthequestionnaireonthecausesofEnglishspeakinganxietyDimensionitemFearofNegativeJudgment5,10,13,15,18,20,23,26,31TeacherBehavior2,3,8,9,16,17,19,25,27,33LearningAttitude4,6,11,12,21,29,30,32,34EnglishLevel1,7,14,22,24,28ReliabilityanalysisReliabilitymainlyreferstothestabilityandconsistencyoftheresultsmeasuredbythescale.Inthisstudy,Cronbach'sAlphacoefficient(αcoefficient)wasusedtomeasurethereliabilityofthespeakinganxietyquestionnaire.DetailsareshowninTable3-2.ThereliabilitytestresultsoftheEnglishspeakinganxietyquestionnaireforseniorhighschoolstudentsinHaikouareshowninTable3-2.Table3-2Cronbach'sAlphareliabilitystandardsαStandardα≤0.3incredible0.3<α≤0.4Preliminaryresearch,barelycredible0.4<α≤0.5Slightlycredible0.5<α≤0.7Credible0.7<α≤0.9Verycredible0.9<αHighlycredibleTable3-3ReliabilitytestresultsofEnglishspeakinganxietyquestionnaireforseniorhighschoolstudentsinHaikouSamplecapacityNumberofItemsCronbach’sAlpha219380.943AscanbeseenfromTable3-3,theoverallCronbach'sAlphacoefficientofthespeakinganxietyquestionnaireforseniorhighschoolstudentsinHaikouisgreaterthan0.5,indicatingthatthequestionnaireiscredible.Inaddition,thetotalreliabilityofthequestionnaireis0.943,whichisverycredible.ValidityanalysisValidityreferstothedegreetowhichthemeasurementtoolormeanscanaccuratelymeasurethethingstobemeasured.Themoreconsistentthemeasurementresultiswiththeinvestigatedcontent,thehigherthevalidityis.Onthecontrary,thelowerthevalidity.Inthisstudy,theoverallspeakinganxietyquestionnaireofseniorhighschoolstudentswasanalyzed,asshowninTable3-4.Table3-4ValiditytestresultsofEnglishspeakinganxietyquestionnaireKMO＆Bartlett KMO0.863BartlettSphericityTestApproximatechi-square2541.128df561p0Table3-4showsthattheKMOmeasurementobtainedbyKMOtestandBartletttestis0.933,indicatingthatthequestionnairehashighvalidity.Therefore,thedataobtainedbythequestionnairesurveyarereliableandeffective.InterviewsTheauthorconductedqualitativepersonalinterviews,mainlybyrandomlyselecting6studentswithEnglishspeakinganxietyinclassfromthequestionnaireandselectinganin-serviceEnglishteacherinGradeoneoftwoschoolsrespectively,inordertoexplorethespecificcausesofEnglishspeakinganxietyinclassofhighschoolstudents.Thelengthoftheinterviewforteachersandstudentsisnotclearlydefined,andthequestionsintheinterviewareansweredaccordingtothespecificsituation.Duringtheinterview,theauthorcarefullytooknotesof6studentsand2Englishteachers'answerstotheinterviewquestions,andclassifiedandsummarizedtheimportantinformation.Themainquestionsforstudentsarethefollowing:HowlonghaveyoubeenlearningEnglish?HowdoyoufeelaboutyourEnglish?HoyouthinkitisdifficulttolearnandspeakEnglish?Whatdoyoufinddifficult?HoyoufeelnervousandanxiouswhenspeakinginEnglish?WhatfactorsdoyouthinkcanleadtoanxietywhenspeakinginEnglish?WhatsituationsmakeyouuncomfortablewhenspeakingandcommunicatinginEnglishinclass?Why?Besides,theauthoralsoaskedtheteachersthefollowingtwoquestions.DoyouhavespeakinganxietyinyourEnglishclass?Whatdoyouthinkarethemainreasonsforstudents'Englishspeakinganxietyinclass?DatacollectionandanalysisInthisquestionnairesurvey,theelectronicversionofthequestionnaireplatformwasused.219questionnaireswerecollected,andthenumberofeffectivequestionnaireswas219,withaneffectiverecoveryrateof100%.Thetotalsamplesizeofthisstudyis219people.Aftersummarizingtheoriginaldataofthesampleof219people,SPSSsoftwarewasusedtomakeasystematicanalysisoftheoriginaldata,whichmainlyincluded:(1)Throughdescriptiveanalysis,theoverallsituationofEnglishspeakinganxietyofseniorhighschoolstudentswaspresented;(2)ThroughtheindependentsampleTtest,theEnglishspeakinganxietyofseniorhighschoolstudentsanditsdifferencesingenderandgeographicalvariableswereanalyzed;Duringclassroomobservation,thestudentsofthetwoclassesweregivenone-monthfieldteaching,andthestudents'oralexpressionperformanceinclasswasrecordedandthestudents'responsewasobservedaftergivingcorrespondingfeedbackinrealtime.InordertoexplorethesituationandcausesofEnglishspeakinganxietyaffectingseniorhighschoolstudentsfromtheperspectiveofteachers,aone-to-halfstructuredinterviewwasconductedwith6studentsand2seniorhighschoolEnglishteachers.Theinterviewwasrecordedonsitebymobilephonerecordingsoftware.Afterthein