Secondly, the language performances of high school students are filled with uncertainties. Due to some reasons, for example, they have few opportunities to the knowledge of English, read limited English materials and differ from each other in learning methods. Though some of them have made many efforts in learning, English language performance is still poor. Under this circumstance, they are likely to doubt their ability in learning English and to weaken self-confidence. In addition, in reading, especially in English exam, students may encounter many new words and expressions which will make them feel nervous. Furthermore, if they can not have a general understanding of the reading material in a limited time-span, it is no doubt that the anxiety increases sharply. 来,自|优;尔`论^文/网www.chuibin.com

     Thirdly, the teaching methodology in China is also another anxiety resource in language learning. The popular teaching methodology in China is a duck-stuffing and teacher-centered one. Under the pressure of college entrance examination indicators, teaching is oriented toward college entrance examination questions. Although, this teaching model is goal-oriented, and it can get good results in short term, it ignores the study of English culture and background in the whole teaching process. Consequently, students become less and less interested in learning English and produce aversion to learn English.