Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School

This study examines language anxiety in English listening and speaking learning among ninth-grade students in urban junior high schools. Through questionnaires, classroom observations, and student interviews, the causes of anxiety were analyzed, and targeted intervention strategies were proposed. Findings indicate that student anxiety primarily stems from low self-efficacy, performance evaluation pressure, and limited instructional resources. Interventions such as tiered task design and low-risk classroom environments demonstrated measurable anxiety reduction. The results provide localized pedagogical insights for English teaching in urban secondary schools.