This paper aims to investigate the relationship between the level of anxiety felt by elementary school pupils while they are in Foreign Language Activities classes and the way they cope with the anxiety provoking situations. The questionnaire research revealed that highly anxious pupils are more likely to act negatively when they come across the situations that they feel anxiety such as when they need to speak in front of other pupils. And the survey also showed that the highly anxious group tends to want more supports from teachers than the low-anxiety group. These results indicate the need of special support by teachers to reduce pupils' anxiety. To seek ways to support pupils' anxiety, interviews with 5 in-service elementary teachers were conducted and their implementations to support children's anxiety were presented as proposals.