In the process of foreign language learning

learning anxiety presents a multi-dimensional neurocognitive mechanism

which not only interferes with information encoding as an emotional variable

but also deconstructs learning efficacy through a triple coupling path: from the perspective of cognitive neuroscience

the over activation of the amygdala leads to inhibition of the prefrontal cortex

resulting in cognitive overload of working memory; at the level of emotion dynamics

false fear and self-efficacy collapse constitute a bidirectional negative reinforcement loop

which shows a significant feature of β-wave oscillation in ERP; in the behavioral decision-making dimension

the choice of avoidant strategy actually triggers the non-adaptive plasticity of the hippocampus

resulting in the dislocation of the window period of skill consolidation. The "cognitive-emotion-behavior" intervention model creatively constructed in this study reconstructs the metacognitive monitoring through learning Bayesian probability

eliminates anticipatory anxiety by implanting the gradient exposure paradigm

achieves a breakthrough in the skill internalization threshold by using dynamic flow induction technology

and finally establishes a neural plasticity compensation channel at the level of cortex-limbic system interaction. This finding provides an interdisciplinary empirical framework for neuroeducation.