A Study On The Relation Among Emotion, Cognitive Strategies And Performance In English Reading In Junior Three

Reading is an important input in the process of foreign language learning. It is closely related to the success or failure of language learning. In recent years, a growing number of researchers study English reading learning. However, there are few studies focusing on the relation among English learning emotion, reading cognitive strategies and reading performance of Junior Three Students. Based on the theories of Krashen’s Affective Filter Hypothesis, this study aims to learn about student’s emotional state of learning English reading through the use of empirical research method. The writer made a survey among the students in Class 3 and 4, Grade Nine. They are from Fuzhou No.16 Junior High School in Fujian Province. This survey has examined the relationships between a variety of affective factors, English reading cognitive strategies and reading performance.The writer got the data from the questionnaire, and then made a statistical analysis with the aid of SPSS 19.0. Through the analysis of Mean Comparison, Pearson Correlation and Independent Sample T-test. the research draws conclusions as follows. Among the three affective factors of these students, the level of reading anxiety is in the middle, the level of reading self-efficacy is at low and medium. But they have a higher degree of reading motivation. The whole level of using English reading strategies is not high. Few students can be able to use cognitive strategies frequently. In this study, we can also see that the students who use more cognitive strategies in the process of reading perform better. The more confident and motivated a learner is, the more effectively he/she can use cognitive strategies, and thus the more efficiently he/she studies. There are negatively correlations between anxiety and cognitive strategies, between anxiety and reading scores. But the low level of anxiety plays a positive role in their learning.This study broadens the field of second language learning, optimizes the empirical research of emotional factors and English reading learning, extends and enriches the research in relevant areas. It is of much significance to improve the emotional state of learning English reading and promote the effective use of cognitive strategies of Junior Three Students. Meanwhile, it helps the harmonious development of emotion and cognition between teachers and students. This study also provides some inspirations and references for the English teaching.