1. 研究目的与意义

对于非英语专业的学生来说，英语学习中产生的焦虑是一个很重要的问题。

同时，这个问题也引起了很多研究者和专家的注意。

本文着重于研究非英语专业学生在外语学习中产生的焦虑，根据很多前人所做研究得出的结论，结合作者给南京中医药大学经贸管理学院86名非英语专业学生所做的关于外语学习状况的调查问卷。

2. 文献综述

Ma Zhixia(2013) finds that foreign language study is much easier to cause anxiety for students than other subjects in school.There are three types of foreign language study anxiety Wang Yinquan(2001) said: (1) English speaking and English comprehension anxiety (2) English exam anxiety (3) Self-evaluation about English anxiety. Back to the 1940s and 1950s, study on foreign language learning anxiety was a big issue among the field of educational psychology. From the 1950s to 1960s, researches were made to find the relationship between anxiety and students' results. In China, great numbers of hard work have also been done in this field. Nowadays foreign language study anxiety has been recognized to be one of the most influential factors in foreign language learning. From then on, language study anxiety attracted researchers' and experts' attention. In 1986, a definition of foreign language anxiety was put forward by an American psychologist called Horwitz (Horwize, E.K. 1986). He considered anxiety as a kind of self-perception. It includes the evaluation and emotions about foreign language learning. What's more, studying behaviors as well as other psychological activities are caused by a special language learning process in the classroom. According to the Wikipedia, foreign language anxiety is the feeling of unease, worry, nervousness and apprehension experienced when learning or using a second or foreign language. These feelings may stem from any second language context whether associated with the productive skills of speaking and writing, or the receptive skills of reading and listening. Since there are many different ways of doing researches and people may view one thing in different angels. There's a divergence between different experts when they classify different anxieties of foreign language learning. Take Alpert and Haber(1960) as an example. They classified anxiety of foreign language study into facilitating anxiety and debilitating anxiety according to different results the anxiety causes to the learners. The facilitating anxiety is a positive one, which exists when a student meets difficulties during their foreign language learning. Mild anxiety is suitable for learners. It will not affect their study. At the same time, it will make students more willing to continue learning so as to yield twice the result with half of the effort(Bailey 1983).On the contrary, the negative anxiety, also known as debilitating anxiety, is a kind of anxiety exists when a student faces difficulties and failures in their learning. In this way, they choose to take avoidance behavior (Bailey 1983).Horwitz(1986) thought that this anxiety contains communication apprehension, test anxiety and fear of negative self-evaluation. According to him, the first one means "the anxiety caused during the communication and has the characteristics of trepidation and nervy. The second one means "the anxiety resulting from the worry of not passing the exams". The last one means "fear of the judgment of others, escape of the evaluation occasions and expected psychology that others will make negative assessment on them". Apart from Horwitz's theory, Spielberger, Gorsuch and Lushene (1983) classified anxiety into trait anxiety, state anxiety and situation anxiety. Macintyre and Gardner(1994）classified the foreign language anxiety into input anxiety, processing anxiety and output anxiety. Since Horwitz and his co-workers' definition and classification of anxiety in foreign language study are supported by most of the experts and researchers.In the western countries, anxiety is the focus of the educational psychology in the aspect of learning and acts(Wang Yinquan,2001).For example, Sarason(1978) put forward a scale called "Test Anxiety" with his co-workers. Witternborn, Larsen and Vigil (1945) researched on students who were not majors of foreign language with a scale called "Test Anxiety" too. The result of the studies showed that students who had better results in tests have lower level of anxiety in their learning process. From the 1970s, foreign language study anxiety starts to attract more attention. A lot of experts tried to scale the degree of foreign language study anxiety. They did many researches about the relationship between foreign language study anxiety and test results. With the help of the research on the students who were not English majors from Spain and Arab students, Kleinmann(1977) said that anxiety was composed of two parts, they are facilitating anxiety and debilitating anxiety. Nevertheless, these kinds of early studies on foreign language study anxiety had too many problems and they didn't give adequate and convincing statement about the relationship between anxiety and test result. Then Hortwtize came up with two reasons( Horwize, E.K. 1986. Preliminary evidence for the reliability and validity of a foreign language anxiety scale TESOL Quarterly 20/4).One was that there was no right and adequate concept to tell what foreign language study anxiety is. The other was that they didn't have a reliable an valid scale. In the 1980s, experts started to make breakthrough on foreign language learning anxiety. Horwitz and his co-workers came up with a concept of this kind of anxiety. Apart from it, in 1991, he and his partners found the fact that facilitating anxiety just appears if the phenomenon of language study is comfortable and relaxed. Some other experts considered tension which is good for learning is "attention" instead of "anxiety". In 1986, Horwitz created the FLCAS, which is short for "Foreign Language Classroom Anxiety Scale". It is made up of 33 questions, which covers communication apprehension, test anxiety and fear of negative evaluation. By using the scale, numerous experts and researchers started to reach an agreement that foreign language study anxiety affects test results in a negative way.Since China popularized foreign language education later than those western countries, most researches were conducted based on the western methods. At first, experts such as Wang Yinquan(2001) chose researches connected with FLCAS made by Horwitz and his partners (1986). Then Wang Caikang(2003) and Da Huiming(2007) claimed that FLCAS was convincing and scientific. Wang's research insisted that FLCAS is valuable and reliable, and it is acceptable enough to fit any researched connected with foreign language study anxiety. The other expert Da Huiming(2007) deleted 10 questions because he thought they were not suitable for testing English majors. What's more, he named it as ELAS(English Learning Anxiety Scale).After that, experts in China did many researches among non-English majors on listening, English speaking, reading and writing according to FLCAS and some other scales. Zhang Xicha and Chang Minghui(2004) figured out that there was a negative correlation between anxiety and test results. Those who were poor at English were easier to be anxious. Du Lihui did a study on non-English majors and found listening score was affected by listening anxiety. Researches on English writing, speaking and reading are also done by different experts , such as Wu Fang (2006) and Liao Shumei(2007).

3. 设计方案和技术路线

问卷调查，和受访者面对面对话

4. 工作计划

接近尾声

5. 难点与创新点

采用外语课堂焦虑表，计算受访者焦虑值，评估分组。