Abstract The English Curriculum Standards (2003)’s goal for junior middle school students is to achieve comprehensive language proficiency, which includes knowledge, language skills, affect and attitude, learning strategies and cultural consciousness。 Students are required to master the listening, speaking, reading and writing skills。 However, speak-in-class anxiety is a quite great block for students to achieve comprehensive language proficiency, particularly the speaking skill。 The research is conducted in a junior middle school, by questionnaire and interviews。 This research seeks answers for the following questions: (1) Is there speak-in-class anxiety in students?  (2) What are the causes of speak-in-class anxiety? (3) What effective strategies for teachers can relieve the speak-in-class anxiety? And the result shows that there exists speak-in-class anxiety in junior middle school。 Besides, this study shows us that lack of confidence, fear of negative evaluation both from peers and teachers, inadequate preparation-time and some other factors contribute to the speak-in-class anxiety。 In the last part, practical teaching strategies of relieving anxiety in speaking in English class are proposed。74243

keywords: Junior middle school; speak-in-class anxiety; causes; teaching strategies

摘要《英语课程标准》（2013）明确要求培养学生的综合语言能力，包括知识，语言技能，情感态度和文化意识。语言技能包括学生听说读写四个方面。但是，在英语课堂上的发言焦虑症阻碍了学生掌握综合语言能力，特别是说的能力。此研究通过问卷调查和访谈，围绕以下几个问题对一所初中进行了研究调查：（1）英语课堂是否存在口语焦虑？（2）造成课堂发言焦虑的原因有哪些？（3）教师需要采取哪些有效的教学策略来减轻学生的课堂发言焦虑？调查结果表明，初中英语课堂的确存在课堂发言焦虑，原因有缺乏自信，害怕得到负面评价，不充足的准备时间和其他一些因素。最后一部分，提出了一些可行的教学策略来减轻学生的课堂发言焦虑。 

毕业论文关键词：初中；课堂发言焦虑症；原因；教学策略

Contents

1 Introduction 1

1。1 Background 1

1。2 Purpose/Significance 2

1。3 Research questions 2

2 Literature review 3

2。1 Definition of anxiety and foreign language anxiety 3

2。2 Theoretical framework 4

2。2。1 Horwitz’s theory of foreign language anxiety 4

2。2。2 Krashen’s Affective Filter Hypothesis 4

2。3 Classification of foreign language anxiety 5

2。4 Researches on causes of language anxiety 6

3 Methods/Methodology 7

3。1 Research objects 7

3。2 Research instruments 7

3。3 Data collection procedure 9

4 Findings and suggestion 10

4。1 Date analysis and findings 10

4。1。1 Existence of Speak-in-class anxiety 10

4。1。2 Cause of speak-in-class anxiety 11

4。1。2。1 Lack of confidence 11