A Survey Of Senior High School Students’ Anxiety In English Reading

The National English Curriculum specifically sets relevant rules about emotionalfactors. But in the practical teaching, senior high school students’ English readingcomprehension anxiety issues have not received due attention. Based on the affectivetheories in SLA and in high school English teaching and learning the previous study offoreign language reading comprehension anxiety abroad and in China, the thesis aims attentatively exploring the current state of senior high school students’ English readingcomprehension anxiety, to locate its possible sources and raise potential and effectivecountermeasures. Through distributing questionnaires to164students and interviewing30students, the researchers collect the feedbacks for further qualitative and quantitativeanalyses. The research results reveal that73.82%of the students suffer from readingcomprehension anxiety and41.46%suffer from high-level reading comprehension anxiety.The male students are less troubled by English reading comprehension than the femalecounterparts. Students’ grades do not form a positive correlation with their English readingcomprehension anxiety level. The sources of anxiety can be regulated into personal factorslike self-confidence and social factors like peer pressure, competition and parentalexpectations. The possible solutions and countermeasures include measures from all levelsfrom the students themselves, parents, teachers and school authorities.The thesis is made up of six chapters. The first chapter of the thesis gives a briefintroduction to the research background, research questions, research significance andthesis structure and provides the anxiety theories and the related researches at home andabroad. The following chapter further introduces the design of the research, includingresearch questions, research methods, research procedure, and research subjects. Then theresearcher carries out the collection and analysis of the feedback and raises somesuggestions to English reading comprehension anxiety. After the above introduction andanalysis, the researcher concludes the whole thesis and points out the limitations of theresearch and the possible further research directions.