本文之主要目的在探討第二語言焦慮症並且提出認知不一致法以降低焦慮症第二語言焦慮症的來源：溝通恐懼，考試焦慮，擔心負面評價，不正確的觀念，喜好和不喜好，接近和迴避.此研究主要的結果顯示：1.)很多學生的確經驗過第二語言焦慮；2.)不小的錯誤觀念帶進語言教室；3.)認知不一致法對降低口頭表現之恐懼及激發學習之動機有效，且會使他們比較不在意犯錯及擔心別人的想法；4.)有語言焦慮症的學生最關心的似乎是傾向迴避冒險，他們為求語言進步寧願選擇消極的方法而不採取有可能失敗而招來不名譽的積極學習法。
This paper addresses the issue of second language anxiety, a psychological phenomenon which stems primarily from communicative and attitudinal aspects of language learning. This paper identifies six potential sources of second language anxiety, defining these for the development of an anxiety measure. Three sources from the communicative aspect include communication apprehension, test anxiety, and fear of negative evaluation. Three sources from the attitudinal aspect are operationally defined: mistaken beliefs, like/ dislike, and approach/avoidance. The cognitive dissonance approach is used as an intervention for handling the anxious learner. This study reveals: 1.) many students experience strong anxiety; 2.) students hold incorrect beliefs about language learning; 3.) intervention is helpful in lessening oral performance apprehension; 4) anxious learners aim to avoid embarrassment, and prefer passive learning methods.
