更新时间：07-31 （阳の阳）提供原创文章
Abstract：Anxiety is one of the most important affective factors that most pervasively obstruct the FLL, which attracts more and more academic concerns of foreign or second language teaching worlds. As the increasing requirement of communication ability, the students become more stressful with the higher degree of anxiety, they’re always too nervous, worried, or even frightened. Consequently, many students may experience great obstacles and are weak at accuracy and fluency of speaking.
The paper first summarizes some theories of foreign language classroom anxiety and then implements a survey in No.9 Middle School. The modified foreign language classroom anxiety scale is used (designed by Horwitz, 1986). According to questionnaire, the writer found that the language anxiety exist in rural junior middle school. They are communication apprehension, fear of negative evaluation and test anxiety, then author analysis the sources of anxiety in English learning in rural junior middle school.
Finally, for helping students reduce their language anxiety and improve their ability of using language, the paper gives some suggestions to reduce language anxiety.
Key words: rural junior middle school students; language anxiety; sources of anxiety
中文摘要：焦虑作为学习者情感因素的一个非常重要的情感变量，近来成为外语教学研究的学术热点。随着现代社会对学生交际能力要求的提高,加剧了学生的心理压力,从而产生较高程度的焦虑情绪，很多学生产生紧张、担忧、甚至恐惧心理，表现为语言的准确性与流利性较差。
本论文回顾了心理学家和语言教学理论家关于焦虑的研究成果，然后以建水九中初一学生例进行了一项有关英语课堂焦虑因素的调查研究。笔者采取课堂焦虑量表问卷调查（问卷中关于焦虑问题的设计参考Horwitz, 1986）调查农村中学外语课堂焦虑情况。调查结果表明，农村中学生英语课堂上存在焦虑现象，分别是交际焦虑，负评价焦虑和考试焦虑，作者进而对造成农村中学生英语学习焦虑的原因进行了详细的分析。
最后基于课堂焦虑的理论依据，结合研究获得的数据分析英语课堂焦虑因素并给出相应的建议。
关键词：农村中学生;语言焦虑;焦虑成因