The thesis is devoted to the correlation between foreign language anxiety phenomenon and English oral performance in professional college English classrooms in China.
本项研究旨在探讨中国职业院校大学生英语课堂上的语言焦虑现象及其与英语口语之间的关系。
Qualitative and quantitative data show that the new model not only alleviates the foreign language anxiety of students, but also improves their oral and communicative skills.
定性和定量数据表明，该英语口语模式不仅有效地缓解了学生的外语焦虑感，同时也提高了他们的口语交际能力。
The data reveal: oral test anxiety has negative effect on oral proficiency performance in evaluative situations and usually females have higher oral test anxiety.
数据揭示出：口语考试焦虑对评价性情境中的口语成绩有负面的影响，通常说来，女生的口语考试焦虑高于男生。
By analyzing the characteristics of oral production, the author points out the possibility of common existence of intense language anxiety in EFL classroom, and the necessity of reducing the anxiety.
同时根据话语产出的特点指出，在高中英语课堂环境下，学生话语产出时存在较高程度语言焦虑的可能性，以及降低语言焦虑程度的必要性。
According to the results of the investigation, the author puts forward that post graduates suffer less anxiety than beginners of foreign language learners in oral classes and are highly motivated.
问卷调查显示：非英语专业硕士研究生在英语口语课上感受到的焦虑比外语初学者要小，并且有很强的学习动力。
This leads to the Oral Historian's Anxiety Syndrome, that panicky realization that irretrievable information is slipping away from us with every moment.
这种令人恐慌的认识导致了口述历史学家的焦虑症——那些无法挽回的信息正在每时每刻随着时光的流逝而从我们身边溜走，化为乌有！
The present study attempts to prove the respective role of metacognition and test anxiety in oral English tests.
本研究试图证明元认知和考试焦虑在口语考试中的各自作用。
The present study attempts to prove the respective role of metacognition and test anxiety in oral English tests.
本研究试图证明元认知和考试焦虑在口语考试中的各自作用。
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