| 摘要 | 第1-7页 |
| ABSTRACT | 第7-8页 |
| 前言 | 第8-11页 |
| CHAPTER ONE INTRODUCTION | 第11-14页 |
| ·PURPOSE OF THE STUDY | 第11-12页 |
| ·SIGNIFICANCE OF THE STUDY | 第12-13页 |
| ·STRUCTURE OF THE STUDY | 第13-14页 |
| CHAPTER TWO LITERATURE REVIEW | 第14-29页 |
| ·DEFINITION OF ANXIETY | 第14-15页 |
| ·THEORY OF ANXIETY——INTERPRETED PSYCHOLOGICALLY | 第15-20页 |
| ·Freud's Evolving Theory of Anxiety | 第16页 |
| ·Mowrer: Anxiety and Learning Theory | 第16-17页 |
| ·Adler: Anxiety, Inferiority Feelings and Social Interest | 第17-18页 |
| ·Jung: Anxiety and the Threat of the Irrational | 第18-19页 |
| ·Horney: Anxiety and Conflicting Personal Trends | 第19页 |
| ·Sullivan: Anxiety as Apprehension of Disapproval in Interpersonal Relations | 第19-20页 |
| ·LANGUAGE ANXIETY OR FOREIGN LANGUAGE ANXIETY | 第20-23页 |
| ·Communication Apprehension | 第21-22页 |
| ·Test Anxiety | 第22页 |
| ·Fear of Negative Evaluation | 第22-23页 |
| ·FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE | 第23页 |
| ·FOREIGN LANGUAGE READING ANXIETY | 第23-24页 |
| ·SCHEMA THEORY AND INPUT (IN THE SENSE OF LANGUAGE EDUCATION) | 第24-27页 |
| ·Notion of a Schema | 第25页 |
| ·Classification of Schemata | 第25页 |
| ·Schema and Reading | 第25-27页 |
| ·METHODS OF DEALING WITH ANXIETY | 第27-29页 |
| ·Methods of Dealing with Anxiety from May | 第27页 |
| ·Exploring the Teacher's Role. | 第27-29页 |
| CHAPTER THREE METHODOLOGY | 第29-42页 |
| ·RESEARCH DESIGN | 第29页 |
| ·HYPOTHESES | 第29-30页 |
| ·PARTICIPANTS | 第30页 |
| ·INSTRUMENTS | 第30-31页 |
| ·Questionnaire | 第30页 |
| ·FL Achievement Measurement | 第30-31页 |
| ·SPSS V13.0 | 第31页 |
| ·THE PROCEDURE | 第31-32页 |
| ·DATA COLLECTION AND ANALYSIS | 第32-42页 |
| ·KMO and Bartlett's Test | 第33-34页 |
| ·Correlation between English Achievements and FL Anxiety | 第34-36页 |
| ·Five Categories of FL classroom Anxiety | 第36-39页 |
| ·Facilitating Anxiety and Debilitating Anxiety | 第39-42页 |
| Facilitating Anxiety | 第40页 |
| Debilitating Anxiety | 第40-42页 |
| CHAPTER FOUR SUMMARY AND IMPLICATIONS | 第42-52页 |
| ·PEDAGOGICAL METHOD——SCHEMA THEORY-BASED TEACHING METHOD | 第43-47页 |
| ·Schema Activation | 第44-46页 |
| ·Schema Construction | 第46-47页 |
| ·EXPLORING THE TEACHER'S ROLE | 第47-49页 |
| 4. 2.1 Teachers' Question-asking and Anxiety Control | 第47-48页 |
| ·The Role of the Teacher as Group Leader | 第48-49页 |
| ·LEARNING IMPLICATIONS | 第49-52页 |
| ·Recognize Anxiety and Confide it with Classmates | 第50页 |
| ·Make Proper Expectations | 第50页 |
| ·Adjust Learning Strategies | 第50-51页 |
| ·Be Self-confident and Active | 第51-52页 |
| CHAPTER FIVE CONCLUSION | 第52-56页 |
| ·CONCLUDING REMARKS | 第52-53页 |
| ·LIMITATION OF THE STUDY | 第53-54页 |
| ·SUGGESTIONS FOR FURTHER RESEARCH | 第54-56页 |
| BIBLIOGRAPHY | 第56-60页 |
| APPENDIXES | 第60-65页 |
| APPENDIX Ⅰ FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE | 第60-62页 |
| APPENDIX Ⅱ OTHER CHARTS OF PRINCIPLE COMPONENTS ANALYSIS | 第62-65页 |
| APPENDIX Ⅲ PAPERS PUBLISHED | 第65页 |
