A Survey On The Current Situation Of English Reading Anxiety Of Senior High School Students

With the background of quality education,both cognitive knowledge level of English reading and affective factors play a pivotal role in the process of learning.Anxiety,as one of affective factors,is attracted to numerous researchers.Researchers find that senior high students,as second language acquisition learners,may easily engender anxiety,which has a negative impact on learning.When learning English,senior high students may trigger listening anxiety,reading anxiety or writing anxiety.Reading,as the primary source of language input,accounts for a significant role.To help senior high students learn English reading well,the research analyzes reading anxiety from the perspective of genders,grades,extracurricular reading and extracurricular tutoring.In this study,81 Grade one students and 98 Grade two students,a total of 179 senior high students,are randomly selected from No.1 Middle School of Nanning as the respondents to investigate the following three questions through questionnaire and interview methods:1)What are the current level of senior high school students’ English reading anxiety? 2)How difference it is in English reading anxiety and English reading performance among students’ background information factors,including genders,grades,extracurricular reading,extracurricular tutoring? 3)Why senior high school students have English reading anxiety?By data analysis,the survey found that : 1)English reading anxiety exists among senior high school students,and most of them have moderate English reading anxiety;2)In terms of English reading performance and English reading anxiety,there is no significant difference on genders and grades,but there is a significant difference on extracurricular tutoring classes and extracurricular reading;in terms of English reading anxiety,there is a significant difference between students with diverse English reading performances;3)The main causes for English reading anxiety include inadequate language knowledge,low ambiguity tolerance,lack of cultural background knowledge,low self-evaluation,and improper use of English reading strategies;in addition,the difficulty of the text and the epidemic also greatly trigger English reading anxiety.Based on the findings,in order to alleviate senior high school students’ English reading anxiety and improve their English reading performances,this study proposed the following recommendations: 1)increase language knowledge of students;2)improve the ambiguity tolerance of students;3)develop students’ cultural awareness;4)enhance students’ self-confidence and improve their interest in English reading;5)instruct effective English reading strategies to students.