现在，国内外的学者和教育家越来越多的认识到学习焦虑对学习产生的影响，而关于外语学习焦虑的研究也大量涌现。但是目前大部分研究都是以成年人或大学生为研究对象，而结合中国国情，中学生的英语学习焦虑也是一大重点。因此，本研究将通过由Horwitz设计的问卷调查以及对部分学生的访谈，了解目前中国高中生在英语学习过程中的焦虑状况，并探究产生这些焦虑可能的原因。通过数据的统计分析，本研究得出以下结论：目前中国高中生或多或少都存在一定的英语学习焦虑，造成这种焦虑的原因也表现在多方面，而在各种焦虑类型中，交际畏惧表现最为严重。另外，英语成绩和焦虑之间具有一定的关系。结果显示，在60名调查对象中，学习成绩好的焦虑程度明显比学习成绩差的焦虑程度低，但是男女学生之间的英语学习焦虑没有明显差异。最终，本研究也建议中国的高中英语教师要直面及关注学生的英语学习焦虑这一问题，并采取有效的措施帮助学生减缓焦虑，从而提高他们的英语成绩以及学习成就。因此，本研究对于学者和教师都具有一定的参考价值。

Nowadays, more and more foreign and domestic scholars and educators have realized effects of learning anxiety during learning process. Many studies about foreign language anxiety also have appeared. However, most studies focus on adults and college students. Based on the realities in China, English learning anxiety among high school students also should be emphasized. Therefore, this study aims to investigate the present anxiety situation of Chinese high school students in English learning, and explore the causes of producing English learning anxiety by questionnaire designed by Horwitz and necessary interview. Based on the statistical analysis, this study finds that more or less English learning anxiety exists among Chinese high school students, and there are several causes. Among these types of anxiety, communication apprehension is the most serious problem. Besides, English grades are negatively correlated with English learning anxiety. The results show that students with high grades have lower anxiety than students with low grades, while there is no significant difference in English learning anxiety between male and female students. At last, the study also suggests that Chinese high school English teachers should face directly and focus on students’ English learning anxiety, and then take some effective measures to help students reduce their anxiety and improve their English grades and learning achievements. In consequence, this study has certain reference value for scholars and teachers.