Analysis of Classroom Environmental Factors and Teaching Strategies for Foreign Language Learning Anxiety

Abstract

With the advent of humanistic psychology, there has been an increasing emphasis in English language instruction on the influence of emotional factors on the learning process. Among these factors, anxiety has gained recognition as a prominent affective disorder in the context of language learning. Recognizing the significant detriment caused by "environmental anxiety" to English learners, this paper endeavors to investigate the anxiety arising from various environmental factors within the classroom. Specifically, it examines language anxiety resulting from the teacher-student relationship, peer interaction, and teaching materials. Moreover, this paper provides three recommendations aimed at mitigating anxiety levels in these areas: cultivating a harmonious teacher-student relationship, organizing group activities, and selecting appropriate teaching content. These measures are intended to help educators foster a more conducive learning environment.