Abstract: The intention of this paper is to survey students’ anxiety caused by teachers’ questioning and finds ways to diminish students’ anxiety by improving teachers’ way of questioning, which helps brush up the effectiveness of teaching and learning. In the paper, the author uses questionnaire to investigate 110 students from junior middle school in Huai’an. In this dissertation, the author tries to make an analysis of the main factors attributing to the learning anxiety. The author also analyzes this issue from the diversity concerning the levels of the questions, teachers’ emotion and students’ language acquisition. The result demonstrates that, firstly, teachers’ negative personal emotion will lead to students’ anxiety; secondly, the more difficult the question is, the more anxiety students have; thirdly, short wait time will bring students’ high level of anxiety; finally, teachers’ negative feedback can also lead to students’ anxiety.

Key words: classroom anxiety; teachers’ questioning; anxiety control

摘要：本文旨在研究由教师课堂提问所引起的学生焦虑及其控制方法，通过改善教师提问方式，来提高英语教与学的效果。笔者采用问卷调查方式，对淮安市博里中学初二年级110名学生进行了调查。本文从问题的难易度、教师的情感、学生的水平等方面分析了导致焦虑的主要原因。研究结果表明：（1）教师消极的态度，会给学生带来焦虑；（2）教师提问时，问题越难，学生焦虑越大；（3）提问时等待时间过短，也会造成学生焦虑；（4）教师消极的评价方式，会使学生倍感焦虑。

关键词：课堂焦虑；教师提问；焦虑控制