A Study Of Correlation On English Reading Anxiety,meta-cognitive Reading Strategies And English Reading Achievement

With the remarkable development of economic globalization and cultural globalization,foreign languages have increasingly become an effective way for different people who speak diverse languages to exchange information.As an international language,English performs a significant role in China’s education,and at the same time,it has attracted the attention of English educators and scholars.Learners’ mental state is an important factor for language learning,but it can be ignored easily.And in fact,many English learners lack of the recognition of psychological influence in the learning process and they also ignore the improvement of their learning results from the perspective of psychology.For English learners,the first psychological problem is anxiety.Anxiety is an important factor affecting the learning process and effect of foreign language learners,especially beginners.Therefore,it is very important for English learners to improve their learning efficiency by controlling and monitoring their emotions.For many high school students,psychological factors are the decisive factor in learning English.Based on the above information,this research is on anxiety,meta-cognition and reading achievement.From previous studies,many of the study participants are college students or people with higher qualifications than college students.With the reform of the college entrance examination and the English test paper,the English test has put forward higher and higher requirements on the reading level of high school students.Therefore,this research whose participants are 124 students from Fenyang NO.2 high school about the correlation on reading anxiety,meta-cognitive strategy and reading achievement has a great value.There are three research questions of this research:(1)What is the present situation of reading anxiety,meta-cognitive reading strategies and reading achievement of high school students?(2)What is the correlation among the reading anxiety,meta-cognitive reading strategies and reading achievement of high school students?(3)How reading anxiety and meta-cognitive reading strategies affect the reading achievement of high school students?After collected the data of questionnaires,the author analyzed the data by SPSS25.0and AMOS24.0.And there are some conclusions.1.English reading anxiety is common among high school students,and self-confidence is the easiest dimension to cause students’ anxiety.For meta-cognitive strategy,high school students use it more or less,while selective attention strategy is used the most and planning strategy is used the least.2.For the correlation,reading anxiety has a negative relationship with reading achievement and meta-cognitive strategy.There is a positive relationship between meta-cognitive strategy and reading achievement.3.Meta-cognitive strategy affects reading achievement directly with an order of dimensions: planning strategy(PS)>monitoring strategy(MS)> evaluating strategy(ES)>selective attention strategy(SS).The dimensions of reading anxiety cause the change of reading anxiety and influence the reading achievement,which is an indirect way of effect.This is the order in which dimensions influences the reading anxiety itself: confidence(CON)> difficulty of reading material(DRM)> reading ability(RA)> interest(INT)>culture(CUR).According to the results of this study,the relationship between reading anxiety,meta-cognitive strategies and reading level has been confirmed and supplemented on the basis of the previous research.Meanwhile,the level of meta-cognitive strategies and the specific status quo of high school students’ reading anxiety have also been obtained.Furthermore,based on the author’s research results on the impact of reading anxiety and meta-cognitive strategies on reading level,and in combination with the current situation of high school education,the author puts forward some teaching and learning suggestions for high school English teaching,so as to provide some help for high school students to cope with the reform of college entrance examination and English test.