The Effect Of The Interactive Approach On Reading Anxiety Of EFL Learners Of Different Personality Types

Research on reading anxiety mainly focuses on theoretical analysis, the reasons which arouse reading anxiety, the influences of reading anxiety on reading score and the skills to alleviate the reading anxiety. However, few researches have been directed toward reading anxiety from psycholinguistics. By means of the Interactive Teaching Approach, the thesis intends to explore the following five questions:1. What is the general situation of the subject's reading anxiety?2. Are there any significant correlations between the reading score of the subjects and their reading anxiety?3. Is there any difference for introverts and extroverts on their reading anxiety? If yes, on which aspect?4. Could Interactive Teaching Approaches alleviate the reading anxiety of the subjects of different type? If yes, on which aspect?A total of 122 Business English major students of Hunan Vocational College of Modern Logistics took part in the study. The study was carried out qualitatively and quantitatively.The study material for quantitative research includes two parts:1. Questionnaire, which contains personal information, Foreign Language Reading Anxiety Scale (FLRAS) and Myers-Briggs Type Indicator (MBTI) which was used to check the student's personality type. 2. BEC (Preliminary) exam paper.As for the qualitative study, six subjects were interviewed.With the help of SPSS17.0, the data were analyzed. The study presents the following results:1. The subject's in this study have much higher reading anxiety, and it is a common phenomenon existed in Higher Vocational Technology College students.2. There is a negative significant correlation between foreign language reading anxiety and the reading score of the subjects, the higher their reading anxiety, the less the students reading score, and vice versa.3. There is a significant difference between the extroverts and introverts in their reading anxiety. Extroverts have significantly higher reading anxiety than those introverts. Compared with introverts, extroverts show much higher reading anxiety not only in pre-test but also in post-test, especially when they meet difficult grammatical structures while introverts show high anxiety when they meet new words in an article.4. According to the research results, we may find that the Interactive Teaching Approaches can lessen their anxiety and strengthen their confidence on reading for both introverts and extroverts. For extroverts, their reading anxiety in grammar has alleviated mostly, while for introverts, their anxiety in new words has improved. Furthermore, Most of students think that their reading speed has improved and some of them feel more relax than before during their reading. However, students do not show special interest for those works such as group discussion. These results are worth of the teacher's concern in their future work.From the above research results, some pedagogical implications are provided.