A Survey On The Corralation Between English Reading Anxiety And English Achievement

Foreign language learning anxiety (FLLA) is caused by a unique process of learning language, it is a kind of complex of learners'perceptions, beliefs, feelings and behavior in FL learning. We believe that the Foreign language classroom anxiety (FLCA) is a kind of anxiety that is produced in foreign language learning in classroom, it includes communicative anxiety, fear of negative evaluation and test anxiety. At present, the domestic researches mainly focus on undergraduate students more than junior middle school students, however, the junior middle school students especially the graduate students are also faced with foreign language learning anxiety. This thesis mainly studies the relationship between foreign language anxiety of junior middle school students and their foreign language reading level, it conducted a review of the current foreign language classroom anxiety and foreign language reading anxiety, and using stratified sampling method and selected 300 students (6 classes,2 classes per grade) in the High School Affiliated to Hunan University. Using of Horwitz's "Foreign Language Classroom Anxiety Scale" (FLCAS) and " Foreign Language Reading Anxiety Scale (FLRAS) made by Saito et al. to carry on questionnaire investigation to the junior middle school students, in order to know their classroom anxiety and foreign language reading anxiety, besides,10 students of them had been interviewed. The research questions are below:1) how is the students in the High School Affiliated to Hunan University overall classroom anxiety and reading anxiety; 2) Whether there are significant differences in gender among junior middle school students' FLRA, FLCA and achievement of English examination; 3) what is the relationship among FLRA, achievement of English examination and reading comprehension achievement. We found that most of the students get moderate anxiety and mild anxiety, the very anxious and no anxiety were 12% and 21% respectively based on questionnaire survey of 6 classes. Girls, relative to boys, were more prone to produce foreign language classroom anxiety. When it comes to the negative evaluation fear, girls are more likely to suffer from the disappointment and negative psychological expectations than boys. Boys and girls have similar scores in test anxiety. Students achievement and communicative anxiety are negatively related to each other. The score of students with good performance was higher than those with poor or average achievement. When it comes to the test anxiety, things are much similar among the students.The results showed:1) Students'anxiety level is high in the High School Affiliated to Hunan University; 2) there is gender differences in anxiety level; 3) There is a significant negative correlation between anxiety level and junior high school students'English reading scores; 4) the relationship between foreign language anxiety and reading anxiety:reading anxiety may not be the inevitable result of anxiety in foreign language learning, it is both related and different from the general foreign language learning anxiety. In addition, Besides, through the interview, we find we can help the students reduce their anxiety by developing students' meta-cognitive strategies and learning in group. This thesis further analyzes the causes of foreign language classroom anxiety of junior high school students, and puts forward some suggestions on how to reduce the reading anxiety to junior middle school students, in order to improve the quality of teaching in junior high school...