The Cause Analysis and Teaching Countermeasures of English-Speaking Anxiety Among Chinese University Students in The Context of Educational Psychology

Abstract

Chinese university students often approach the English language learning process from a test-taking perspective and lack speaking skills. English-speaking anxiety is an issue that cannot be ignored when it comes to developing students' English-speaking skills. This paper investigates the speaking anxiety of 51 Chinese university students through a questionnaire and analyses the current situation and causes of speaking among Chinese university students in relation to three theories of educational psychology: behaviorism theory, cognitivism theory, and constructivism theory, and offers teaching countermeasures and suggestions. This paper has come up with two points. The first point is that in the current state of speaking anxiety, the greater the degree of English proficiency, the lower the level of speaking anxiety among Chinese university students. The second point is that peer pressure, their own language skills, the pressure to speak alone in speaking courses, and the pressure on instructors' attitudes in class all contribute to Chinese university students' speaking fear.