| Abstract | 第3-4页 |
| 摘要 | 第5-6页 |
| CONTENTS | 第6-8页 |
| Chapter One Introduction | 第8-11页 |
| 1.1 Research Background | 第8-9页 |
| 1.2 Purpose and significance of the present study | 第9-10页 |
| 1.3 Structure of thesis | 第10-11页 |
| Chapter Two Literature Review | 第11-25页 |
| 2.1 Definition of language learning anxiety | 第11-12页 |
| 2.2 Classification of language learning anxiety | 第12-14页 |
| 2.2.1 Trait anxiety | 第12页 |
| 2.2.2 State anxiety | 第12-13页 |
| 2.2.3 Situational anxiety | 第13页 |
| 2.2.4 Facilitating Anxiety and Deliberating Anxiety | 第13-14页 |
| 2.3 Components of language learning anxiety | 第14-16页 |
| 2.3.1 Communication apprehension | 第14-15页 |
| 2.3.2 Test anxiety | 第15页 |
| 2.3.3 Fear of negative evaluation | 第15-16页 |
| 2.4 Empirical research on differences in learning anxiety between high proficiency students and low proficiency students | 第16-18页 |
| 2.5 Empirical research on language anxiety and language proficiency | 第18-21页 |
| 2.6 Empirical research on the effect of academic major on language learning anxiety | 第21-22页 |
| 2.7 Theoretical bases for research on language learning anxiety | 第22-25页 |
| 2.7.1 Affective filter hypothesis | 第22-23页 |
| 2.7.2 Gardner's social educational model | 第23-25页 |
| Chapter Three Research Methodology | 第25-31页 |
| 3.1 Research questions | 第25-26页 |
| 3.2 Subjects | 第26-27页 |
| 3.2.1 Survey subjects | 第26页 |
| 3.2.2 Interview subjects | 第26-27页 |
| 3.3 Instruments | 第27-29页 |
| 3.3.1 Questionnaire | 第27-29页 |
| 3.3.2 Interview | 第29页 |
| 3.4 Data Collection and analysis | 第29-31页 |
| Chapter Four Results and discussion | 第31-45页 |
| 4.1 General tendency of English Learning Anxiety of non-English major postgraduates | 第31-33页 |
| 4.2 Language learning anxiety and language proficiency | 第33-40页 |
| 4.2.1 Differences in learning anxiety between high proficiency students and low proficiency students | 第33-39页 |
| 4.2.2 Correlations between students' proficiency level and English learning anxiety | 第39-40页 |
| 4.3 Differences of language learning anxiety between students of liberal arts and those of science majors | 第40-45页 |
| Chapter Five Conclusion and Implications | 第45-50页 |
| 5.1 Major Findings in this Study | 第45-46页 |
| 5.2 Pedagogical implications for English teaching and learning | 第46-49页 |
| 5.2.1 Helping students to be aware of learning anxiety | 第46-47页 |
| 5.2.2 Adopting proper evaluation and error-correction methods | 第47页 |
| 5.2.3 Promoting cooperative learning activities | 第47-48页 |
| 5.2.4 Developing harmonious environment and building students' confidence | 第48-49页 |
| 5.3 Limitations of the Study and Suggestions for the Future Research | 第49-50页 |
| References | 第50-58页 |
| Appendix | 第58-61页 |
| Acknowledgements | 第61-62页 |
| 在读期间公开发表论文（著）及科研情况 | 第62页 |
