Chapter 1 Introduction
1.1 Background of research
It has been years since the New National English Curriculum Standard (NN EC S)for Senior High schools (experimental) was issued in 2003. The new curriculum makesexplicit proposals on many aspects: teaching goals, and structure, contents and resourcesof curriculum, as well as evaluation of students and so forth. The new educational andteaching philosophies have broken through the limitation of the old teaching syllabus, inthe meanwhile, brought about challenges for both teachers and students, especially,teachers in senior high schools. Teachers, as one of the most crucial fectors that affect theprocess and effectiveness of implementing the new curriculum standard，are inevitablyfaced with problems mentally.The NNECS is distinct from the old syllabus in many fields: (a) it lays emphasison improving students' comprehensive quality and facilitating the development ofstudents' personality rather than mastering of language knowledge and skills only; (b) theselection of curriculum contents is tightly connected with contemporaneity,fundamentality as well as selectivity to meet the needs of students and the society ratherthan emphasizes the tightness, integrity and logic of the English disciplinary system; (c) itemphasizes a combination of evaluation methods such as formative and summativeevaluation, and concerns about both the results and the process rather than results andscores only; (d) it also underlines the combination of required and optional courses tomeet students’ learning interests and abilities rather than required courses only.
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1.2 Objectives of reseaf
THis paper intends to study the teaching anxiety of Biglish teachers in urban seniorhigh schools under the circumstance of China's New National English Curriculum Reform(subjects in tiiis paper are in-service English teachers from urban ordinary anddemonstrative senior high schools in Guigang, Guangxi). It also aims at providing somereferences for teacher training and reducing teachers, teaching anxiety in FLT. Above all，the present study aims to find out answers to the questions as follows:
1.What is the general situation of teaching anxiety among English teachers in urbansenior high schools ？
2.Whether there is significant difference of teaching anxiety exists between Englishteachers in ordinary and demonstrative senior high schools ？
3.What are the causes of teaching anxiety and the possible strategies to reduce it?
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Chapter 2 Literature Review
2.1 Definition of anxiety
The word "anxiety" originates in Latin word amietas”which means "apprehension,fear, anger, torture, pain”，the introduction of anxiety in psychology dates to 1804.However, theory of anxiety was first raised by philosopher Kirkegaard (1813-1855) in1844, he points out in his book The Concept Of Awciety that anxiety is an inevitablepsychological experience when someone has to make a decision freely, and the generationof anxiety is related to the formation and development of self-awareness. So far，manyscholars have defined "anxiety" from many angles.According to psychologists, anxiety is commonly regarded as a state of apprehension,a vague fear which is only indirectly associated with a threat or possible future events.For example, Samimy & Tabuse (1992:378) regarded “anxiety，，as "a state of beinguneasy, apprehensive, or worried about what may happen and concerned about a possiblefuture event”. Dilmac et. al (2009:144) defined anxiety as “the condition of beingstimulated that manifests itself with physical, emotional, and mental alterations theindividual experiences against a non-objective danger”. Besides, Zhang Chunxing(]994:624) claimed that anxiety was “an emotional state caused by the interaction oftension, apprehension, fear, uneasiness and other feelings”.
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2.2 Definttkm of teaching amdely
Anxiety is a complicated psychological symptom, it shows different features andperceived behaviors according to different subjects or situations. As for anxiety in theteaching process, namely, teaching anxiety, Williams (1991) claimed that teaching anxietywas an impermanent situational manifestations of teaching, an emotional state whichmight change in intensity and disappear with increasing experience. He also believed thatthis emotional state was relevant to whatever teachers do in classroom and school.Gardner and Leak (1994) conceptualized teaching anxiety as an emotion of apprehensionteachers experience when they have teaching activities such as preparing or performingclassroom activities. Ihey also identified three components of teaching anxiety:preparation for teaching, anticipation of teaching and interaction within classroom(Gardner and Leak, 1994:2). Moreover，Fraser et al. (2007) stated that teaching anxietywas related to particular behaviors within the classroom. They also claimed that the mostsalient aspects of teaching anxiety among the university professors included preparationbefore class, returning exams，and dealing with disruptive students. In addition, YangPengcheng (2006) made a much more specific definition of teaching anxiety. From hispoint of view, teaching anxiety is a state of uneasiness and helplessness teacherexperiences \^ile he or she is accomplishing a teaching task yet unsure about wiiether hecan meet the external requirements or uncertain about the precise conditions to completethe task. He also claimed that teaching anxiety was a particular state of tension amongteachers, reflecting teacher's perception of his deficiency of necessary capacities tocomplete the teaching tasks or activities effectively, TTiis definition emphasizes ttiatteaching anxiety is an emotional reaction to the uncertainty of educational or teachingsituation，which reflects the individual's subjective feeling of lacking related abilities.
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Chapter 3 Methodology.........21
3.1 Participants........ 21
3.2 Instruments........ 22
3.3 Data collection and analysis........ 23
Chapter 4 Results ........24
4.1 Quantitative results and discussion ........24
4.2 Qualitative Results and discussion........ 40
4.2.1 Sources of teaching anxiety........ 40
4.2.2 Measures for reducing teaching anxiety........ 42
Chapter 5 ImpKcations oftiie pnsent stady46........
5.1 Recommendations for teacher themselves........ 46
5.2 Recommendations for schools........ 50
5.3 Recommendations for the society........ 52
Chapter 5 Implications of the present study
5.1 Recommendations for teacher tiiemselves
Hu Zhuanglin (2004) pointed out that the new curriculum reform was directlyrelated to those teachers concerned, their educational and teaching beliefs. The NNECSemphasizes the subjectivity of students in teaching process, and aims at promotingstudents' comprehensive and lifetime development vAiich makes teachers to reassess andreflect their teaching beliefs，and change their roles in daily teaching activities. It must benoted that the implication of the NNECS is an arduous process v^ich is filled up withdifficulties and uncertainly since it continuously breaks through tfie original institutionalframework, the combination of resources and the allocation of interests v^ich leads to theunrest of the educational environment (Meng Xianbing & Bao Chuanyou，2004).Therefore，it is rather difficult for teachers to acquire relevant and explicit informationabout their teaching responsibilities, rights for professional development and so on in aprecarious educational surrounding. Teachers, therefore, are likely to get confused of theirteaching beliefs and roles, which may have negative effect on their abilities to control orpredict the possible upcoming outcomes of their work and the new curriculum reform inreturn，consequently, negative emotions including anxiety will be triggered.
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Conclusion
The study is conducted to examine the teaching anxiety of English teachers in urbansenior high schools of Guigang，Guangxi in the background of China's New NationalEnglish Curriculum Reform (CNNECR). It aims at exploring the general situation ofteaching anxiety in urban senior high schools of Guigang, Guangxi, the difference ofteaching anxiety between demonstrative and ordinary senior high schools，as well as thesources of teaching anxiety and Ihe strategies to deal with it Data were collected ihroughthe participants' responses of the TCHAQ and the semi-conducted interview. Differentanalysis methods were run to find out the answers of the three research questions. And themajor findings of the study can be summarized below:Firstly, the participants scatter into three groups: tiie Low-anxiety group，Moderate-anxiety group and the High-anxiety group, each of them accounts for 20.97%,61.29% and 16.13% respectively, thus most of the subjects stay at a moderate teachinganxiety level. Teaching anxiety was first examined in terms of the four dimensions.Results show that fectors contributing to teaching anxiety are almost in the same leveleven though the specific fectors that relate to teaching anxiety are different betweenteachers. The first one is incompetence in classroom, results show that teachers often findthemselves incapable of meeting the requirements of the new curriculum in classroomteaching, such as preparing for lessons, adopting new teaching techniques and teachingmethods as well as achieving the five-dimension of teaching objectives.
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Reference (omitted)