The present study was dedicated to investigating whether productive discipline strategies are effective strategies in order to reduce second language anxiety of Iranian students and improve their language achievements. To achieve the study’s aim, a sample test of KET was administered to 45 students as a homogenizing test. Based on the results, the participants whose scores fell between 1 SD above and below the mean were chosen as the participants of the study and were then randomly assigned to one control and one experimental group. Those who were in the experimental group received productive strategies. The students in the control group were controlled by the traditional discipline strategy method. At the outset of the study, a pretest was given to the participants to ensure that there were no significant difference between the experimental and control groups regarding the variable under investigation. This study was carried out during a 40-hour course spread over 2 months. In addition, the participants were asked to fill a Second Language Anxiety Questionnaire (Howritzs, 1986) and also a 24-item questionnaire of classroom discipline (Lewis, 2001). At the end of the term, all participants were tested on their achievement in second language by a posttest similar to the pre-test. Moreover, their second language anxiety was measured through the above-mentioned questionnaires. As a whole, it was concluded that the employment of the productive strategies contribute to the improvement of students’ second language achievement and reduction of their second language anxiety.

中文翻译：

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生产纪律策略对伊朗英语学习者第二语言焦虑和语言成就的影响

本研究致力于调查生产学科策略是否是有效的策略，以减少伊朗学生的第二语言焦虑并提高他们的语言成绩。为了达到研究目的，对45名学生进行了KET样本测试作为均质化测试。根据结果​​，选择得分介于平均值上下1 SD之间的参与者作为研究参与者，然后将他们随机分配到一个对照组和一个实验组。在实验组中的那些接受了生产策略。对照组的学生采用传统的学科策略方法进行控制。在研究开始时 对参与者进行了预测试，以确保实验组和对照组之间在调查变量方面没有显着差异。这项研究是在长达2个月的40小时课程中进行的。此外，还要求参与者填写《第二语言焦虑调查表》（Howritzs，1986年）和一份关于课堂纪律的24项调查表（Lewis，2001年）。学期末，通过类似于预测的后测对所有参与者的第二语言成绩进行测试。此外，他们通过上述问卷调查了他们的第二语言焦虑。总体而言，得出的结论是，采用生产策略有助于提高学生的第二语言成绩和减轻其第二语言焦虑。