近20年来，国内外对于外语学习焦虑的研究蓬勃发展，研究方向众多、研究内容多样，通过综述性研究对其进行条理清晰的分类与分析至关重要，是日后研究的重要参考。本文通过分析总结自2003-2022年的外文期刊中有关外语学习焦虑的文献，发现其研究呈现总体上升的趋势，近四年研究数量激增。其主要可分为三个方面：第一，经检验，外语学习焦虑的量具以霍维茨的《课堂外语焦虑量表》最为权威，而更多有关听书读写具体技能和不同使用条件的量具也在不断研究和检验中；第二，外语学习焦虑对外语学习的影响主要体现在对外语学习者学习成绩的影响与预测，同时在一定程度内也与外语学习中更具体的听书读写各项技能存在负相关关系；第三，影响外语学习焦虑的内在因素得到广泛研究，包括交际恐惧、对课堂的消极态度、性别等因素，更多的因素也在探索和验证中，而调节外语学习焦虑的外在因素是当下的研究热点，翻转课堂、本土语境教学、悦趣化学习是有效降低外语学习焦虑的手段，此方面仍有较大的研究和探索空间。此文为后续外语学习焦虑研究提供了研究现状和研究趋势的参考，并对后续研究进行了一定的预测。未来的研究将主要有关于探索降低外语学习焦虑的外部条件，其次为继续探索其影响的内部因素。更具体而言，将主要集中于：a）探索《课堂外语焦虑量表》测量的究竟是情感因素还是语言技能；b）结合不同的条件与环境，修改与设计信效度更高的外语焦虑量具；c）探索更多影响外语学习焦虑的内部因素，并研究它们的作用原理；d）结合多样的外部环境，探寻更多有效的方法和技巧以降低外语学习焦虑。

In the past 20 years, research of foreign language anxiety (FLA) has flourished with many research dimensions. It is crucial to classify and analyze them clearly through synthesis studies, which is an important reference for future research. By analyzing and summarizing the literature on FLA in international journals from 2003 to 2022, this thesis finds that the research shows an increasing trend in general, with a sharp increase in the number of publications in the past four years. It can be mainly divided into three aspects: Firstly, after testing, Horwitz’s FLCAS (1986) is the most authoritative scale for measuring students’ FLA, and more scales to measure specific foreign language learning skill anxieties, like listening, speaking, reading, and writing skills, and anxieties in different contexts are also constantly studied and tested; Secondly, the effects of FLA on foreign language learning is mainly reflected in its impact and prediction on foreign language learners’ grades and performances, and to a certain extent, it is also negatively correlated with more specific skills in foreign language learning; Thirdly, the internal factors that affect foreign language learning anxiety have been widely studied, including communication apprehension, negative attitudes towards the classroom, gender and other factors. More factors are also being explored and verified. What’s more, the research about exploring external conditions that can reduce FLA is the research hotspot at present, which leaves a large space for researching and exploration. Flipped classrooms teaching, native-context teaching, and game-based learning have proven to be effective methods to reduce FLA. The thesis provides a reference for the current research status and trend of FLA and makes some predictions for future research. More specifically, it would focus on: a) exploring what the FLCAS measures, the affective factors or language skills; b) making more reliable and qualified scales according to different conditions; c) exploring more internal factors that can affect students’ FLA and their ways of affecting; d) testing more effective methods and techniques combined with external conditions to reduce FLA.