焦虑是情感因素中影响语言发展最主要的因素。在外语学习焦虑中，外语口语焦虑存在较为普遍，且经研究证明，外语口语焦虑和口语成绩呈负相关。此外，其他学者对于外语口语焦虑影响因素、口语焦虑的缓解策略进行了一定的研究。但是，外语口语焦虑和口语学习策略之间的关系研究至今罕见。有鉴于此，本研究试图研究以下问题：1)学生的口语焦虑水平如何？ 2)学生使用了哪些口语学习策略？ 3)学生的口语焦虑水平和口语学习策略之间的关系是什么？4)不同焦虑水平的学生在运用不同口语学习策略方面的情况是否有差异？如果有，是在哪些方面？如果没有，原因是什么？研究采用定量研究与定性研究相结合的方式开展研究。使用SPSS对227名大学生的问卷数据进行分析，对12名焦虑程度不同的学生进行访谈以补充定性分析。

研究结果表明：学生的英语口语焦虑普遍处于中等水平，“沟通焦虑”维度的得分平均值最高，“负面评价焦虑”维度的得分平均值第二高，“回避倾向”维度的得分平均值最低。在英语口语学习策略的使用情况方面，学生使用五种英语口语学习策略的频率从高到低依次为:补偿策略、记忆策略、元认知策略、认知策略和情感策略。

英语口语焦虑和所有英语口语学习策略之间能观察到明显的负相关关系。不同焦虑水平学生使用英语口语学习策略的差异显著。高焦虑水平的学生使用记忆策略的频率最高，元认知策略和补偿策略使用频率其次，认知策略和情感策略使用频率最低。中焦虑水平和低焦虑水平的学生使用补偿策略的频率最高，记忆策略和元认知策略使用频率其次，认知策略和情感策略使用频率最低。

Anxiety is one of the most important factors which could affect language development. English speaking anxiety is universal among foreign language learning anxiety, and many studies have proved that English speaking anxiety is negatively correlated with spoken English performance. In addition, other scholars have conducted certain research on factors which might have influence on English speaking anxiety and strategies which they consider might alleviate English speaking anxiety. However, there is still few research about the correlation between foreign language speaking anxiety and English speaking learning strategies.

 This study attempts to answer the following questions: 1) What is the average level of English speaking anxiety of undergraduates? 2) What English speaking learning strategies have undergraduates used? 3) What is the correlation between undergraduates’ English speaking anxiety level and English speaking learning strategies? 4) Do undergraduates of different anxiety levels use different English speaking learning strategies? If yes, in what ways? If no, why? Quantitative research and qualitative research are included in this research. SPSS was used to analyze the questionnaire data of 227 undergraduates, and 12 undergraduates of different levels of anxiety were interviewed in order to supplement the quantitative analysis.

According to the results, undergraduates were generally of medium level of English speaking anxiety. The mean of dimension named ‘fear of communication’ is the highest, ‘fear of negative evaluation’ the second highest, ‘avoidant tendency’ the lowest. As for the use of English speaking learning strategies, undergraduates’ frequency of using five types of English speaking learning strategies from highest to lowest is: compensation strategies, memory strategies, meta-cognitive strategies, cognitive strategies and affective strategies.

A significant negative correlation could be seen between speaking anxiety level and all speaking learning strategies. Differences of undergraduates’ use of English speaking learning strategies in terms of anxiety level are statistically significant. Undergraduates of high-level anxiety use memory strategies most frequently, meta-cognitive strategies and compensation strategies less frequently, cognitive strategies and affective strategies least frequently. Undergraduates of medium-level anxiety and low-level anxiety use compensation strategies most frequently, memory strategies and meta-cognitive strategies less frequently, cognitive strategies and affective strategies least frequently.