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。
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。
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。
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。
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。
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。
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。
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。
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。
This essay aims to make an analysis of how such affective factors as anxiety and confidence affect second language learning.
本文就诸如焦虑、自信心等情感因素如何影响第二语言学习进行了分析。
In the second part, we review the literature of the anxiety associated with learning a second language.
第二部分我们回顾了与第二语言学习焦虑相关的研究。
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。
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。
Since the language anxiety is negatively correlated to language learning and the sources have been sought out, in order to reduce the learners' language anxiety, certain strategies should be adopted.
既然语言焦虑与语言学习呈负相关，焦虑的根源已经找到，那么为了降低学生的语言焦虑，必须采取一定的策略。
The paper holds the hypothesis that the English learners' language anxiety in senior high schools is negatively correlated to English learning.
本文假设高中学生的语言焦虑与英语学习呈负相关。
In language learning, motivation and attitudes are related to anxiety defined as a state of apprehension, a vague fear.
在语言学习上，动机和态度常常与被称之为疑虑或恐惧的焦虑联系在一起。
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。
This article firstly discusses definition and classification of anxiety from the perspective of psychology and foreign language learning.
本文首先从心理学和外语学习的角度，探讨了焦虑的定义及分类。
Language anxiety as a complicated mental phenomenon specific to language learning has consequently drawn more and more concern.
语言焦虑是在语言学习过程中产生的一种复杂心理现象。
Anxiety is quite possibly the affective factors that most pervasively obstructs the language learning.
焦虑是外语学习中的重要情感障碍。
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。
Anxiety in foreign language learning has affirmative and negative influence. The external appearance is general appearance of anxiety, but it also has some appearances unusual.
外语学习焦虑有正、负两方面影响，其外在表现是焦虑的一般表现，但也有其特殊表现。
Most of the previous related studies deal with language anxiety from school teaching and learning environments.
大多数相关研究是从学校语言教学环境去探究语言焦虑。
This thesis intends to study motivation and anxiety in foreign language teaching and learning from theory research to practice implications.
本论文试图从理论到实际应用的角度研究外语教学中的动机和焦虑问题。
The factors that cause anxiety in foreign language learning can be classified in three aspects: communication anxiety, negative evaluation anxiety, and examination anxiety.
引起外语学习焦虑的因素可分为交流焦虑、负评价焦虑和考试焦虑三个方面。
Many studies show that during the process of learning a foreign language, if anxiety surpasses a certain level, the higher the degree of anxiety, the lower the English performance.
不少研究表明，在外语学习过程中，焦虑程度如果超过了一定限度，那么，焦虑程度越高，外语成绩往往越低。
Many studies show that during the process of learning a foreign language, if anxiety surpasses a certain level, the higher the degree of anxiety, the lower the English performance.
不少研究表明，在外语学习过程中，焦虑程度如果超过了一定限度，那么，焦虑程度越高，外语成绩往往越低。
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