This phenomenon, we called it foreign language anxiety.
这种现象我们称为外语焦虑。
Foreign language anxiety is a phenomenon commonly existing among foreign language learners.
语言学习焦虑感是存在于第二语言学习者当中相当普遍的现象。
It is also discovered that speech anxiety contributes the most to foreign language anxiety.
本研究还发现，“口语焦虑”是外语焦虑中最为突出的因素。
In recent research abroad, cooperative learning (CL) and foreign language anxiety are gaining much attention.
近年来，合作学习和外语学习焦虑在国外受到广泛关注。
Many previous studies show that foreign language anxiety has negative effects on language learning in most cases.
大量以往研究表明，外语学习焦虑在多数情况下对外语学习起阻碍作用。
This paper is on the study of verbal competence and foreign language anxiety influenced by Chinese cultural factors.
本文着重对“受中国文化因素影响的外语语言焦虑和外语学习者口语输出能力”进行了研究。
But as one of the special anxiety, researchers had not make sure how foreign language anxiety influent human 's behavior.
但作为特殊焦虑的一种，外语焦虑及其对外语认知活动的影响尚未有明确的结论。
The foreign language anxiety level of field-independent students was significant higher than that of field-dependent students.
场独立型大学生的外语焦虑显著高于场依存型；
Foreign language anxiety, as a special scene anxiety, has been gradually paid attention to by more 'and more linguists and psychologists.
外语焦虑，作为特殊情景焦虑的一种，越来越受到语言学家和心理学家的重视。
Foreign language anxiety is significantly negatively correlated with English performance, while cognitive style is not related to English performance.
外语焦虑与外语成绩呈显著的负相关，认知风格与外语成绩无相关。
Foreign language anxiety has no professional differences, liberal arts and science students have no significant difference in foreign language anxiety.
外语焦虑没有专业差异，即文理科大学生的外语焦虑不存在显著性差异。
Despite some conflicting findings, foreign language anxiety study has been gaining more attention in recent years and has given many inspirations to educators.
近年来国内外进行了大量有关外语学习焦虑的研究，尽管结论不尽相同，但教育工作者从中得了到很多启示。
So far, however, no empirical research has been done to investigate the relationship between foreign language anxiety and language learning strategy use in China.
然而，中国至今还没有关于外语焦虑和语言学习策略的使用之间关系的实证研究。
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。
Objective To study the distributed characteristic of foreign language anxiety in cognitive style as well as the influence on foreign language performance among college students.
目的探讨大学生的外语焦虑在认知风格上的分布特征以及对外语成绩的影响。
Through literature review, the researcher finds that most studies have focused on general foreign language anxiety, neglecting the dimensions of language-skill specific anxieties.
通过文献综述研究者发现，大部分研究把重心放在宽泛的外语焦虑感，忽略了与各种语言学习技能相关的焦虑情绪。
A good deal of research has been devoted to the study of foreign language anxiety in recent years. Yet very few studies have referred to culture as a causal factor in foreign language anxiety.
近年来有大量致力于外语语言焦虑的研究出现，但是将“受文化因素影响的外语语言焦虑”作为研究重点的却不多见。
However, many previous researches in foreign language learning anxiety haven't come to any unanimous conclusion toward the effects of language anxiety.
然而，以往的许多有关语言学习焦虑的研究并没有对语言焦虑的作用得出一致的结论。
Foreign language classroom anxiety is one of the important factors effecting the improvement of language learning.
外语课堂学习焦虑是影响外语学习水平提高的重要因素因此是深受外语教育者的重视。
Despite the rich researches on both foreign language learning anxiety and use of cooperative learning, studies concerning the relationship between the two factors are relatively scarce.
尽管有关语言学习焦虑和外语合作学习策略的研究非常丰富，有关于这两个因素相互关系的研究却比较少。
These studies have also shown persistent negative correlations among foreign language learning anxiety, foreign language learning achievement, self-perceived proficiency, attitude and motivation.
这些研究还表明，焦虑与学习成绩、自我水平评估、态度和动机之间呈持续的负相关。
Anxiety has a great negative influence on new college students' foreign language learning.
外语学习焦虑对大学新生外语学习有着极大的负影响。
However, little research has directed toward foreign language learning anxiety.
然而，直接针对外语学习焦虑的研究却极为有限。
This paper discusses the affective causes of fossilization in terms of motivation, attitude, anxiety and empathy in foreign language learning.
从外语学习动机、态度、焦虑和移情等方面，探讨过渡语僵化现象的情感成因。
Foreign language reading anxiety is a phenomenon related to, but distinct from general foreign language learning anxiety.
外语学习中的阅读焦虑感是与一般的外语学习焦虑感既有联系又相区别的一种特殊的焦虑情绪。
The foreign language learning anxiety is a complex psychological phenomenon in foreign language learning and it is displayed clearly in the process of listening and speaking.
外语学习焦虑是外语学习中的一种复杂心理现象，在听和说的过程中表现得尤为显著。
The paper aims to study the relationship between higher vocational English majors' language anxiety and their foreign language achievement.
以高职英语专业学生为研究对象，研究和分析了语言焦虑与外语学习成绩的相关性。
The paper aims to study the relationship between higher vocational English majors' language anxiety and their foreign language achievement.
以高职英语专业学生为研究对象，研究和分析了语言焦虑与外语学习成绩的相关性。
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