Abstract

This study presents the results of an empirical examination of the effect of the college English vocabulary learning anxiety and the English language class anxiety on college non-English majors’ English proficiency in China. After the descriptive data analysis, the Pearson correlation, independent T test and linear regression analysis of the data from two measures of anxiety, it is found: Students are fully aware of the importance of college English vocabulary teaching and learning, and demonstrate great anxiety in it; Significant and moderately high correlations are between college English vocabulary learning anxiety and other anxieties, which proves they are separate but related phenomena; College English vocabulary learning anxiety is significantly and negatively correlated with the CET-4 scores, but this correlation is lower than that between the English language class anxiety and the CET-4 scores; The college English vocabulary learning anxiety ranks in the middle in predicting the English language achievement, less significant than the total English language class anxiety and the communication apprehension but more significant than the fear of negative evaluation and the test anxiety.

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