| 摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| 1 Introduction | 第10-13页 |
| ·Background and purpose of the Research | 第10-11页 |
| ·Significance of the Research | 第11页 |
| ·Methodology of the Research | 第11-12页 |
| ·Structure of the Thesis | 第12-13页 |
| 2 Literature review | 第13-23页 |
| ·Related definition | 第13-14页 |
| ·Anxiety | 第13页 |
| ·Foreign language learning anxiety | 第13-14页 |
| ·Left-behind juniors | 第14页 |
| ·Theoretical basis | 第14-23页 |
| ·Second language acquisition | 第15页 |
| ·Non-intelligent factors theory | 第15-16页 |
| ·Classification of anxiety | 第16-18页 |
| ·Facilitating Anxiety and Debilitating Anxiety | 第16-17页 |
| ·Trait, State and Situation-Specific Anxiety | 第17-18页 |
| ·Classification of foreign language anxiety | 第18-19页 |
| ·Influence of foreign language learning anxiety on foreign language learning | 第19-21页 |
| ·Signs of Language Learning Anxiety | 第21-23页 |
| 3 Research Methods | 第23-27页 |
| ·Research subject | 第23-24页 |
| ·Research instrument | 第24-25页 |
| ·Juniors' English learning anxieties questionnaire | 第24页 |
| ·Interviews | 第24-25页 |
| ·Classroom observation | 第25页 |
| ·Questionnaire validity analysis | 第25页 |
| ·Research process | 第25-27页 |
| 4 Data reduction and data analysis | 第27-32页 |
| ·Obvious Difference between Last term’s Final Examination Results of the Left-behind and the Non-left-behind Juniors | 第27页 |
| ·Significant Difference between the Left-behind and Non-left-behind shown Independent-samples T Test | 第27-28页 |
| ·Detailed Differences between the Left-behinds and Non-left-behinds shown Independent-samples T Test | 第28-29页 |
| ·Results from Qualitative Studies | 第29-30页 |
| ·Classroom Observation | 第29页 |
| ·Interviews with the teachers | 第29-30页 |
| ·Interviews with the left-behind students | 第30页 |
| ·Summary of this chapter | 第30-32页 |
| 5 A Case Study | 第32-34页 |
| ·Study objects | 第32页 |
| ·Process of the case study | 第32页 |
| ·Results of the case study | 第32-34页 |
| 6 Implications of Foreign Language Learning in rural areas | 第34-42页 |
| ·To reduce English learning anxiety from the angle of students | 第34-36页 |
| ·To correctly understand their own anxiety | 第34页 |
| ·To improve their ability to communicate | 第34-35页 |
| ·To promote their Self-esteem | 第35页 |
| ·To own moderate tolerance of ambiguity | 第35-36页 |
| ·To reduce students' English learning anxiety from the angle of teachers | 第36-40页 |
| ·To create a harmonious environment of foreign language learning | 第36-39页 |
| ·To improve the skill of questioning | 第39页 |
| ·To affirm student’s positive side and do delay correction or no error correction | 第39-40页 |
| ·To focus on cultural knowledge teaching | 第40页 |
| ·To reduce students' English learning anxiety from the angle of family and school | 第40-42页 |
| ·Family | 第40-41页 |
| ·Atmosphere of school | 第41-42页 |
| 7 conclusions | 第42-44页 |
| ·Major Findings | 第42-43页 |
| ·Limitations and Suggested Future Researches | 第43-44页 |
| References | 第44-46页 |
| Appendix 1 | 第46-48页 |
| Appendix 2 | 第48页 |
