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。
Foreign language learning anxiety is an important factor influencing L2 acquisition.
外语学习焦虑感是影响第二语言习得的一个重要因素。
Language learning anxiety is the main factor holding back effective language learning.
外语学习焦虑是阻碍有效语言学习的主要因素。
The present article briefly probes into the basic knowledge about foreign language learning anxiety.
探讨了有关外语学习焦虑的基本理论知识。
The problem on how to deal with learning anxiety is a serious concern for many instructors around the world.
如何处理好学习者的焦虑问题是世界许多教育者关注的热点。
Learning anxiety has been deemed as a main obstacle for students when in the process of language learning and teaching.
在语言学习和教学过程中，学习者的焦虑已经被认为是语言学习的一个主要障碍。
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 mental health class in group therapy teaching model can significantly lower students' learning anxiety and body symptom tendency.
团体咨询式心理健康教学能够明显降低学习焦虑水平、身体症状得分。
The present thesis is designed to discuss in details about learning anxiety as well as about the teaching methods towards anxiety in English learning.
本论文主要具体讨论学生焦虑状况及在英语课堂上教师如何减少学生焦虑从而提高学习成绩。
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。
This paper analyses the situation of the learning anxiety of the Chinese students and brings forward the methods of alleviating the anxiety by physical exercise.
分析了目前我国中学生学习焦虑的现状并提出了通过体育锻炼来缓解中学生学习焦虑的方法和途径。
Although anxiety research has achieved rich results and is very mature in western countries, studies on foreign language learning anxiety have far fallen behind in China.
相对于西方国家在语言学习焦虑方面丰富的研究成果，我国远远落在后面。
As the stress of examination increasing, the learning anxiety of the middle school students has became so serious that it has jeopardized the mental health of the adolescent.
近年来随着考试压力的不断增大，学习焦虑问题成为影响我国中学生心理健康的一大隐患。
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。
Therefore, how to reduce the affective filter, enhance learners' learning motivation, improve their confidences, and reduce their learning anxiety has become the focus of the study.
因此，如何降低情感过滤，增强学习者学习动机，提高自信心和减少学习焦虑就成为了研究的重点。
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。
The present thesis is the report of a series tests and experiments on senior high school students on the relationship between their English learning anxiety in class and their learning achievement.
本文研究了西南边远地区高中学生英语课堂学习焦虑与学习成就之间的关系。
That means, whether you are a pessimist or an optimist, learning to cope with anxiety constructively may be more important – or at last more helpful – than simply trying to look on the bright side.
也就是说，不管你是悲观主义或乐观主义者，学习建设性地处理焦虑可能比只努力看光明的一面更重要，或者至少比较有帮助。
A moderate amount of test anxiety will help improve the learning efficiency and grades.
适度的考试焦虑有利于提高学习效率和学习成绩。
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。
It is universally acknowledged that language anxiety, one of affective variables, has produced a profound negative effect upon language learning.
语言焦虑是制约外语学习的主要情感变量之一，已经引起了外语学习研究者的广泛关注。
Many of the domestic scholars have made a detailed study of collage students' anxiety, and most of them hold the view that much anxiety comes from learning pressure and social relations.
国内许多学者对大学生的焦虑进行了研究，大多数人认为，影响大学生焦虑的主要因素是学习压力和人际交往。
Anxiety is quite possible the affective factor that most pervasively obstructs the learning process.
焦虑可能是学习过程中的最大的情感障碍。
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。
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。
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