| Abstract in Chinese | 第1-10页 |
| Abstract in English | 第10-13页 |
| Introduction | 第13-19页 |
| Chapter One Literature Review | 第19-44页 |
| 1．1 The definitions of anxiety | 第19-20页 |
| 1．2 Different perspectives in anxiety research | 第20-23页 |
| 1．2．1 Facilitating anxiety and debilitating anxiety | 第20-21页 |
| 1．2．2 Maclntyre and Gardner's classification of anxiety | 第21-23页 |
| 1．2．2．1 Trait anxiety | 第21页 |
| 1．2．2．2 State anxiety | 第21-22页 |
| 1．2．2．3 Situation specific anxieties | 第22-23页 |
| 1．3 Causes of anxiety | 第23-27页 |
| 1．4 Measurement of anxiety | 第27-29页 |
| 1．4．1 Trait and state anxiety scales | 第27页 |
| 1．4．2 Situation specific scales of foreign language anxiety | 第27-29页 |
| 1．5 Studies on the relationship between foreign language anxiety and achievement | 第29-40页 |
| 1．5．1 Relevant studies abroad | 第29-35页 |
| 1．5．1．1 Anxiety and foreign language studies in general | 第29-31页 |
| 1．5．1．2 Anxiety and foreign language learning in specific skills | 第31-35页 |
| 1．5．2 Relevant studies at home | 第35-36页 |
| 1．5．3 Studies on the interaction between foreign language anxiety and other factors | 第36-40页 |
| 1．5．3．1 Perceived proficiency, actual proficiency and anxiety | 第36-38页 |
| 1．5．3．2 Attitude, motivation and anxiety | 第38-39页 |
| 1．5．3．3 Gender and anxiety | 第39-40页 |
| 1．6 Anxiety reducing studies | 第40-44页 |
| Chapter Two Correlational Study | 第44-65页 |
| 2．1 Research Questions and Hypotheses | 第44-45页 |
| 2．2 Methodology | 第45-47页 |
| 2．2．1 Participants | 第45页 |
| 2．2．2 Instruments | 第45-46页 |
| 2．2．3 Procedures | 第46-47页 |
| 2．3 Results and Discussion | 第47-65页 |
| 2．3．1 English anxiety levels of the whole population | 第47-48页 |
| 2．3．2 Relationship between anxiety levels, three English language skills and overall proficiency levels | 第48-54页 |
| 2．3．2．1 Relationship between the FLCAS and listening achievement | 第48-49页 |
| 2．3．2．2 Relationship between the FLCAS and oral achievement | 第49-51页 |
| 2．3．2．3 Relationship between the FLCAS and reading achievement | 第51-53页 |
| 2．3．2．4 Relationship between the overall anxiety and overall proficiency | 第53-54页 |
| 2．3．3 Relationship among anxiety, perceived proficiency and actual performance | 第54-59页 |
| 2．3．4 Relationship among attitude, anxiety and achievement | 第59-61页 |
| 2．3．5 Relationship among motivation, anxiety and achievement | 第61-62页 |
| 2．3．6 Relationship among gender, anxiety and achievement | 第62-65页 |
| Chapter Three Pedagogical Implications | 第65-71页 |
| 3．1 Helping learners increase their self-confidence | 第65-66页 |
| 3．2 Arousing learners' interest and enhancing their motivation | 第66-67页 |
| 3．3 Learning strategies | 第67-68页 |
| 3．4 Changing teachers' roles and beliefs | 第68-69页 |
| 3．5 Cooperative learning | 第69-71页 |
| Conclusion | 第71-74页 |
| 1． Summary of the results | 第71-72页 |
| 2． Limitations of the present study | 第72-73页 |
| 3． Suggestions for further research | 第73-74页 |
| Appendix | 第74-80页 |
| Bibliography | 第80-93页 |
| Acknowledgements | 第93-94页 |
| Publications | 第94-95页 |
