The current study investigates the relationship between speaking anxiety and motivation in Chinese EFL contexts. Specifically, we aimed to investigate in what way foreign language anxiety and motivation types are related to each other. Also, we examined whether langague anxiety infleunce on language proficiency or performance as well. The participants are 136 Chinese college students majoring in English. Data gained from an oral-English test, English proficiency test and foreign language speaking anxiety questionnaire and a motivation questionnaire. The results found that 1) subjects experienced medium level of foreign language speaking anxiety, 2) foreign language speaking anxiety has a negative correlation with students’ integrative motivation and extrinsic motivation, 3) language proficiency has significant role in influencing foreign language speaking anxiety 4) foreign language speaking anxiety has a negative influence on speaking performance. Based on these results, suggestions and pedagogical implications were presented to help students alleviate their foreign language speaking anxiety.
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methods
Ⅳ. Results and Discussion
Ⅴ. Conclusion
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