Language Anxiety in Teaching English and Its Solutions
Liwen Luo, Shufei Xu
Available Online April 2016.
- https://doi.org/10.2991/emim-16.2016.7How to use a DOI?
- Language anxiety; Affective filter hypothesis; Teaching English
- As the focus of research into a second language acquisition has been transferred from teachers to learners, more and more people begin to realize the important role of emotional factors on the success of a second language acquisition in the process of teaching foreign languages. During the teaching process, students’ personality and interaction between teachers and students are more important than teaching methods. According to Krashen’s affective filter hypothesis, during the process of learning a second language, learners will be subject to the influence of various emotional factors, among which anxiety is thought to be the most harmful. This paper explores the role of using emotional factors in teaching English on relieving students’ language anxiety from the perspectives of students and teachers and provides specific suggestions to how to effectively and appropriately apply them in teaching, hoping students can experience the fun of learning English in a relatively relaxing and pleasant environment so as to achieve the goal of ultimately improving their English proficiency.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Liwen Luo AU - Shufei Xu PY - 2016/04 DA - 2016/04 TI - Language Anxiety in Teaching English and Its Solutions BT - 6th International Conference on Electronic, Mechanical, Information and Management Society PB - Atlantis Press SP - 24 EP - 26 SN - 2352-538X UR - https://doi.org/10.2991/emim-16.2016.7 DO - https://doi.org/10.2991/emim-16.2016.7 ID - Luo2016/04 ER -