| Abstract | 第1-6页 |
| 中文摘要 | 第6-12页 |
| Chapter 1 Introduction | 第12-20页 |
| ·The Background of the Research | 第12-14页 |
| ·The Purpose and Significance of the Research | 第14-16页 |
| ·Methodology | 第16-19页 |
| ·Organization of the Thesis | 第19-20页 |
| Chapter 2 Literature Review | 第20-37页 |
| ·Foreign Language Anxiety | 第20-30页 |
| ·Affective Factors in Language Learning | 第20-21页 |
| ·Foreign Language Anxiety Research in Applied Psychology | 第21-30页 |
| ·Anxiety | 第21-22页 |
| ·Components of Foreign Language Anxiety | 第22-23页 |
| ·Classification of Language Learning Anxiety | 第23-25页 |
| ·Facilitating Anxiety and Debilitating Anxiety | 第23-24页 |
| ·Trait, State and Situation-Specific Anxiety | 第24-25页 |
| ·Manifestations and Measurement of English Language Anxiety | 第25-27页 |
| ·Sources of Foreign Language Anxiety | 第27页 |
| ·Effects of Foreign Language Anxiety | 第27-30页 |
| ·Foreign Language Anxiety and Other Personal Variables | 第30-34页 |
| ·Foreign Language Anxiety and Gender | 第31页 |
| ·Foreign Language Anxiety and Family Background | 第31-32页 |
| ·Foreign Language Anxiety and Self-esteem | 第32-33页 |
| ·Foreign Language Anxiety and Personality | 第33-34页 |
| ·Previous Studies at Home | 第34-36页 |
| ·Critical Appraisal of Existing Researches | 第36-37页 |
| Chapter 3 Theoretical Foundations and Methodology | 第37-48页 |
| ·Theoretical Foundations | 第37-41页 |
| ·Krashen’s Affective Filter Hypothesis | 第37-38页 |
| ·Vygotsky’s Social Constructivism | 第38-40页 |
| ·Rogers’Humanism | 第40-41页 |
| ·Research Methodology | 第41-48页 |
| ·Subjects | 第42-43页 |
| ·Instruments | 第43-45页 |
| ·Questionnaire of Background Information | 第43页 |
| ·Foreign Language Classroom Anxiety Scale (FLCAS) | 第43-44页 |
| ·Students’Learning Diaries and Interviews | 第44-45页 |
| ·Procedure | 第45-48页 |
| Chapter 4 Findings and Discussions | 第48-77页 |
| ·Overview of English Anxiety Level | 第48-51页 |
| ·Correlations | 第51-54页 |
| ·Language Anxiety and Other Personal Variables | 第54-64页 |
| ·Language Anxiety and Gender | 第54-55页 |
| ·Language Anxiety and Family Background | 第55-58页 |
| ·Language Anxiety and Different Classes | 第58-59页 |
| ·Language anxiety and English Proficiency | 第59-60页 |
| ·Language Anxiety and Prizes | 第60-61页 |
| ·Language Anxiety and the Start of Learning English | 第61-62页 |
| ·Language Anxiety and Personality | 第62-63页 |
| ·Language Anxiety and Self-esteem | 第63-64页 |
| ·Findings of the Diaries and Interviews | 第64-67页 |
| ·Implications of the Present Study | 第67-77页 |
| ·Establishment of a New Role for Teachers | 第67-70页 |
| ·Reduction of Personal and Interpersonal Anxieties | 第68页 |
| ·Formation of Learners’Beliefs | 第68-69页 |
| ·Interactions of Instructors and Learners | 第69-70页 |
| ·Innovation in Teaching Approaches | 第70-71页 |
| ·Adoption of Cooperative Learning | 第71-73页 |
| ·Alleviation of the Peer Competition | 第73-74页 |
| ·Reformation of Language Testing | 第74-75页 |
| ·Perfection of Course Contents | 第75页 |
| ·Use of Multiple Media and Internet | 第75-77页 |
| Chapter 5 Conclusion | 第77-81页 |
| ·Major Findings | 第77-79页 |
| ·Major Contributions | 第79-80页 |
| ·Limitations and Suggested Future Researches | 第80-81页 |
| Bibliography | 第81-91页 |
| Appendices | 第91-96页 |
| Appendix I Questionnaire | 第91-95页 |
| Appendix II Learning Diaries and Interviews | 第95-96页 |
| Acknowledgements | 第96页 |
