Beliefs,Anxiety,MotivationinEnglishLanguageLearningandItsPed

Beliefs

，

Anxiety

，

MotivationinEnglishLanguageLearni ngandItsPedagogica

lImplicationforModule AdvancementTeachingandTesting

【

Abstract

】

It was realized that teaching methods were only

exterior

factors

，

and

what

to

a

large

extent

exerted

determinative

effect on the learners were their inner ore

，

the

focus of

the

foreign

language

teaching

research shifted

from

“how

to teach” to “how to learn” and from studying “teachers” to

doing research on “students”.This article briefly indicates the

significance of beliefs

，

anxiety and motivation in English

，

the author gets the implications for module

advancement teaching and testing.

uction

Language as a tool of communication is a view of a certain

culture

（

Gao

，

2003

）

，

and also reflects in itself personal

ge

learning

belief

is

one

of

those

factors

，

and

are

views

or

attitudes

that

the

language

learners

hold

towards

language

learning

（

Liu

，

2003

）

.Anxiety

，

which

reflects

the

“subjective

feeling of tension

，

apprehension

，

nervousness

，

and worry

associated with an arousal of the autonomic nervous system”

（

S pielberger

，

1983

）

，

is also considered to be a key affective

s beliefs and anxiety

，

there is also an important

第

1

页

learner’s factor，

which has drawn great attention of

tion is the reflection of the

internal-driving forces

，

such as instinct

，

purpose

，

will and

spiritual

power

，

or

a

perfectly

static

psychological

or

affective

state which is decided by stimulation and enforcement

，

or an

tion plays an important role in language

belongs to learner’s personal factors and is the only changeable

and controllable learner’s factor.

Researchers

have

studied

language

learners’

beliefs，

anxiety

and motivation as well as the relationship among

researchers have proved that there are relationships between each

two

and

even

they

three

，

and

there

are

bunches

of

views

concerning

the

literature

of

the

r

，

there

is

scarcely

a

research

mainly concerning beliefs

，

anxiety and motivation in a

comprehensive view.

ge Learning Beliefs

The

success

of

language

learning

lies

in

many

factors

，

in

which

language learners’ factors play an important example，

different language learners use different strategies in their own

learning r

，

the use of different strategies

attributes

to

the

different

language

learning

beliefs

the

learners

student has his own language learning belief system

，

第

2

页

either

implicitly

or

ts

in

different

environments

and situations have different language learning beliefs.

Second

language

learners’

beliefs

were

the

views

and

attitudes

that

the language learners hold towards language learning

（

Liu&Dai

，

2003

）

.Wenden

（

1991

）

characterized learner beliefs as follows

：

（

1

）

stability

：

As other long- time memory knowledge

，

language

learning

beliefs

contribute

to

part

of

learners’

knowledge

storage

system.

（

2

）

Desirability

：

Learners may describe their language

learning beliefs after careful recall or given some hint.

（

3

）

Fallibility

：

Not all the beliefs holding by the learners are

of the beliefs originate from their teachers

，

classmates

and

family

members

，

but

some

may

come

from

their

former

learning experience.

（

4

）

Interaction

：

Belief is one of the four

interactive

elements

which

influence

the

learning

achievement

，

for

example

，

it may influence the learners’ strategy choices.

ge Learning Anxiety

Anxiety

，

one of the most prominent and pervasive emotions

，

was

defined

as

a

feeling

of

uneasy

suspense

（

Rachman

，

1998

）

，

and

was a research focus in many disciplines such as psychology and

education.“Anxiety is the subjective feeling of tension，

apprehension

，

nervousness

，

and

won’t

associated

with

an

arousal

of the autonomic nervous system” （

Spiclberger

，

1983

）

.Not only

第

3

页

was it intuitive to many people that anxiety had been found to

interfere with language learning

，

it was logical because anxiety

had

been

found

to

interfere

with

many

types

of

learning

and

had

been

one of the most highly examined variables in all of psychology and

education.

ge Learning Motivation

Canadian

psychologist

Professor

Gardner

（

1993

）

pointed

out

：

“Motivation is the desire to learn a language and efforts to this

end

and

an

integration

of

holding

a

good

manner

on

a

kind

of

language

tion is an internal dynamics to promote students’

learning

，

as a non-intellectual factor

，

promote learning

indirectly.”

According to Gardner’s theory，

language learning motivation

can be divided into two types

：

integrative motivation and

instrumental ative motivation refers to learners

have a genuine or particular interest of the target language

community

，

hope to use the target language to communicate with

community members

，

and reach the goal that to participate in or

fully integrated into the target language societies

mental motivation refers to the learner to learn a

foreign

language

for

a

particular

purpose

，

such

as

to

pass

the

exam

or

to

find

a

satisfactory

job

，

or

be

able

to

read

the

target

language

第

4

页