The Correlation Between The Foreing Language Reading Anxiety And English Achievements

Since the 1980s, it has been realized that the second language acquisition is affected largely by learners'affective factors. Krashen(1985) suggests in his Affective Filter Hypothesis that learners are distracted by affective factors in the language learning process. Among the affective variables, anxiety is the most crucial one. Numerous research studies have suggested that foreign language reading anxiety has negative and pervasive effects on the language-learning process. Despite of widespread adoption of the model of Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al 1986),,some important problems still remain. For example, foreign language learners do not necessarily experience anxiety mostly related to oral performance. Aspects of language learning other than speaking are also anxiety-provoking for some individuals. However, FLCAS seems to be inadequate. So, by the end of the 20th century, Horwitz and Garze(1999) had developed the Foreign Language Reading Anxiety Scale(FLRAS) to assess whether foreign language reading anxiety was a construct distinct from general foreign language anxiety. The result of the assessment varies from one language to another. The outcome of FLRAS suggests that people begin to study the relationship between anxiety and foreign language learning from a minor perspective. However, such studies on this new aspect is rare in the Mainland China. Furthermore, as Saito and other researchers (1999) reported that foreign language reading anxiety varies according to the individuals, it is of theoretical and pedagogical importance to understand how anxiety reactions in reading affect learners of English as a foreign language in China.Based on cross-sectional study and the data collected from questionnaires focuses, this research focuses on the relationship between the foreign language reading anxiety of EFL learners and their achievement and other important variables, such as gender difference and grade difference. With the help of SPASS 11.0, descriptive statistics, comparison of means, Pearson correlation analysis, principal components analysis and reliability analysis are computed with the target samples.The quantitative findings indicate that reading in English is indeed anxiety provoking to a lot of senior high-school students in rural areas of China. FLCAS has a significant positive correlation with FLRAS. Besides, FLRAS have s significant negative affect on English achievement. That is to say, the level of FLRAS directly affects the English grades. However, it seems that FLCAS can be used as a predicator of English proficiency more than FLRAS. As for senior high school students in the same grade, a significant difference has been found between FLCAS and FLRAS.The thesis consists of four chapters. Chapter one is introduction, which gives the profile of correlation between foreign language reading and the English achievement. Chapter two reviews the relevant literature concerning foreign language classroom anxiety, reading anxiety and their relationships with foreign language achievements. Chapter three elaborates on the methodology process used in this research and makes a systematic analysis of the investigation. Chapter four makes a conclusion and relevant suggestions in two parts. Part I discusses the route of foreign language reading anxiety and based on the former, Partâ…¡puts forward four conclusive findings:Firstly, by paying attention to the difference of each individual and teaching them in accordance of their aptitude, teachers may help their students build their confidence and reduce the affective filter. Secondly, making full use of teachers'role in coordination of different culture may help reduce the foreign language reading anxiety caused by different culture. Thirdly, to strengthen the cooperation study is another way to reduce anxiety. Fourth, the capability of tolerance of ambiguity is another factor which should be seriously considered and only in this way, can it intrigue students'interest and confidence in foreign language reading. Last, teachers should help students choose proper reading materials.