中職生外語(yǔ)學(xué)習(xí)焦慮與學(xué)習(xí)成績(jī)的相關(guān)研究Title:AStudyontheRelationshipbetweenForeignLanguageLearningAnxietyandAcademicPerformanceamongVocationalSchoolStudentsAbstract:Foreignlanguagelearningisanessentialpartofeducationintoday'sglobalizedworld.However,manyvocationalschoolstudentsexperienceforeignlanguagelearninganxiety,whichcannegativelyaffecttheiracademicperformance.Thispaperaimstoexploretherelationshipbetweenforeignlanguagelearninganxietyandacademicperformanceamongvocationalschoolstudents.Thestudyinvolvedasurveyof200vocationalschoolstudents,focusingontheiranxietylevels,languagelearningstrategies,andacademicachievements.Thefindingssuggestasignificantcorrelationbetweenforeignlanguagelearninganxietyandacademicperformance.Recommendationsaremadeforeducatorstoimplementstrategiestoreduceanxietyandenhancestudents'languagelearningexperience.Introduction:Inrecentyears,theimportanceofforeignlanguagelearninghasbeenrecognizedglobally.Vocationalschoolstudentsarealsorequiredtoacquireforeignlanguageskillstoenhancetheirfuturecareerprospects.However,ithasbeenobservedthatmanyvocationalschoolstudentsfaceanxietywhenlearningforeignlanguages,whichcannegativelyimpacttheiracademicperformance.Thisstudyaimstoexaminetheconnectionbetweenforeignlanguagelearninganxietyandacademicperformanceamongvocationalschoolstudents.Methodology:Asurveywasconductedamong200vocationalschoolstudents,aged16-20,fromvariousvocationalschoolsintheregion.Theparticipantswereaskedtocompleteaquestionnairethatassessedtheiranxietylevels,priorlanguagelearningexperience,languagelearningstrategies,andacademicperformance.Thedatacollectedwereanalyzedusingstatisticaltoolssuchascorrelationanalysis.Results:Theanalysisofthesurveyresultsrevealsasignificantrelationshipbetweenforeignlanguagelearninganxietyandacademicperformanceamongvocationalschoolstudents.Higherlevelsofanxietywereassociatedwithpooreracademicperformance.Additionally,thefindingsshowedthatstudentswhoemployedeffectivelanguagelearningstrategieshadloweranxietylevelsandbetteracademicachievements.However,studentswithlimitedpriorlanguagelearningexperiencetendedtoexperiencehigheranxietylevels.Discussion:Theresultsofthisstudyemphasizethenegativeimpactofforeignlanguagelearninganxietyontheacademicperformanceofvocationalschoolstudents.Thefearofmakingmistakesandtheconcernofbeingjudgedbypeersandteacherscontributetotheseanxietylevels.Furthermore,studentswithlimitedpriorlanguagelearningexperiencemaylackconfidence,leadingtoheightenedanxiety.Itisimperativeforeducatorstounderstandthedetrimentaleffectsofanxietyonlanguagelearningandimplementstrategiestoreduceanxietylevelsamongvocationalschoolstudents.Recommendations:Basedonthefindings,severalrecommendationscanbemadetoaddressforeignlanguagelearninganxietyandimprovetheacademicperformanceofvocationalschoolstudents:1.Createasupportivelearningenvironment:Educatorsmustestablishaclassroomatmospherethatpromotesasafeandnon-judgmentallearningenvironment,wherestudentsfeelcomfortablepracticingthelanguagewithoutthefearofcriticismorridicule.2.Offerlanguagelearningsupport:Provideadditionallanguagelearningresourcesandsupportmaterialstostudents.Thiscouldincludeonlinelanguagelearningplatforms,languageexchangeprograms,orlanguagelearningsoftware.3.Incorporatecommunicativeandinteractiveactivities:Engagestudentsinactivitiesthatrequireactiveparticipationandinteractionwithpeers.Encouraginggroupdiscussions,role-play,andcollaborativeprojectscanhelpalleviateanxietybyfosteringasupportivelearningcommunity.4.Encouragetheuseoflanguagelearningstrategies:Educatorsshouldteachstudentseffectivelanguagelearningstrategiesthatcanhelpthemcopewithanxietyandimprovetheirlanguageproficiency.Strategiessuchassettinggoals,usingmnemonicdevices,andpracticingregularlycanbooststudents'confidenceandreduceanxiety.Conclusion:Thisstudyhighlightsthesignificantrelationshipbetweenforeignlanguagelearninganxietyandacademicperformanceamongvocationalschoolstudents.Byimplementingstrategiestoreduceanxietyandenhancelanguagelea