Language Anxiety in Teaching English and Its Solutions

DOI

10.2991/emim-16.2016.7How to use a DOI?

Keywords

Language anxiety; Affective filter hypothesis; Teaching English

Abstract

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.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Liwen Luo
AU  - Shufei Xu
PY  - 2016/04
DA  - 2016/04
TI  - Language Anxiety in Teaching English and Its Solutions
BT  - Proceedings of the 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  - 10.2991/emim-16.2016.7
ID  - Luo2016/04
ER  -