外语学习焦虑是影响语言学习的重要情感因素之一。本文采用Horwitz等的“外语课堂焦虑量表”对某本科理工院校152名英语专业学生的语言学习焦虑进行了调查。结果表明,英语专业学生的英语学习焦虑总体水平不高,而高考后调剂到英语专业的学生的学习焦虑显著高于非调剂学生,但两者英语学习成绩的自评未见差异。这说明英语专业学生学习焦虑的主要来源并非学习成绩,而是学习志愿的选择。通过对学生学习焦虑的进一步细致分析,给出了针对性的建议,试图降低焦虑,改善学生的学习情感,提高学生的学习成就感。 Foreign language learning anxiety is one of the important emotional factors that affect language learning. This paper investigates the language learning anxiety of 152 English majors in a undergraduate college of science and engineering by using “Foreign Language Class Anxiety Scale” by Horwitz et al. The results show that the overall English learning anxiety of English majors is not high, but the anxiety of students who transferred to English majors after college entrance examination is significantly higher than that of non-transferred students. However, there is no difference in their self-assessment of English learning achievement. This shows that the main source of English majors learning anxiety is not the academic performance, but to learn the choice of volunteer. Through further detailed analysis of students’ learning anxiety, this article gives pertinent suggestions to reduce anxiety, improve students’ learning emotion and improve students’ sense of achievement.