语言焦虑影响第二语言学习。
兴趣与语言焦虑是反向的。
本文还说明了语言焦虑的不同表现形式。
语言焦虑来源于多方因素。
语言焦虑是影响外语学习的显著因素之一。
Language anxiety is one of the significant factors which affect foreign language learning.
本文假设高中学生的语言焦虑与英语学习呈负相关。
The paper holds the hypothesis that the English learners' language anxiety in senior high schools is negatively correlated to English learning.
语言焦虑是最受研究者关注的其中一个学习者因素。
Language anxiety is one of the learner variables that have been given the most attention by language researchers.
语言焦虑既有促进学习的一方面也有阻碍学习的一方面。
There are both facilitating and debilitating aspects of language anxiety.
大多数相关研究是从学校语言教学环境去探究语言焦虑。
Most of the previous related studies deal with language anxiety from school teaching and learning environments.
语言焦虑是在语言学习过程中产生的一种复杂心理现象。
Language anxiety as a complicated mental phenomenon specific to language learning has consequently drawn more and more concern.
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.
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。
However, many previous researches in foreign language learning anxiety haven't come to any unanimous conclusion toward the effects of language anxiety.
他们的研究对于进一步深化语言焦虑理论，促进中国英语教学起到了非常重要的作用。
Their studies are of great help for deepening language anxiety theory and promoting English teaching in China.
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。
It is universally acknowledged that language anxiety, one of affective variables, has produced a profound negative effect upon language learning.
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。
This paper is on the study of verbal competence and foreign language anxiety influenced by Chinese cultural factors.
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。
The thesis is devoted to the correlation between foreign language anxiety phenomenon and English oral performance in professional college English classrooms in China.
本文首先总结了文献中提出的语言焦虑六大来源，然后讨论了中文第二语言学习中特有的语言焦虑来源。
The current paper summarizes six common sources of language anxiety from previous literature and also discusses the sources particularly relevant to learning Mandarin as a second language.
本文以90名非英语专业的本科学生为对象，研究和分析了跨文化交际语用能力与语言焦虑心理的相关性。
This essay makes a research and analysis about the relationship between the intercultural pragmatic competence and language anxiety, with 90 non - English - major students as the study object.
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。
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.
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。
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.
这种积极情感能激发他们的学习兴趣、降低他们的语言焦虑感、挖掘他们的潜力，使他们保持英语学习的动力并取得好成绩。
The positive affect can arouse students' interest in learning, lower their language anxieties, tap the potential of their language abilities, and help them get better results in learning.
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。
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.
随后，本文就语言焦虑的各个来源，提出了语言课堂中可使用的应对方法。并且讨论了如何减轻学习语言四大技能，及学习语法和词汇时产生的语言焦虑。
The author then proposes ways to alleviate language anxiety from each source and discusses how to reduce language anxiety in acquiring the four skills, as well as in grammar and vocabulary learning.
当你的肢体语言传达出不情愿或焦虑的情绪时会削弱信息的传达。
When your body language communicates reluctance or anxiety, it undercuts the message.
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。
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.
她说，这将提高你的身体语言和沟通能力，减少暴露出你焦虑的神经紧张感。
She said that this will improve your body language and communication and reduce the number of nervous tics that reveal your anxieties.
相反，过度害羞心理、内向性格、过度焦虑和胆怯心理及消极的情感态度则影响语言学习。
On the contrary, excessive shyness, introversion, excessive anxiety and negative affect influent the language study.
相反，过度害羞心理、内向性格、过度焦虑和胆怯心理及消极的情感态度则影响语言学习。
On the contrary, excessive shyness, introversion, excessive anxiety and negative affect influent the language study.
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