A Study On Analyzing Correlations Among English Reading Anxiety,strategies And Achievement

In order to promote English Teaching in Tacheng area,the author carried out the research based on the Senior1 students in NO.1 Tachengsenior high school as the research object,According to Krashen's language input hypothesis,Affection Filter hypothesis,Constructivism,and Rod Ellis' s Learner's Individual Differences,using questionnaires and interviews to know about and study English reading of high school students of the first in Tacheng,Xinjiang.,including students' English reading anxiety,strategies and performance and their associated relationship.The study found that high school students stay at the middle level of anxiety among English reading.The major influential factors are: think more about the effect of reading,the accumulation of English words and cultural background knowledge,individual confidence and interest in English reading.Students' English reading anxiety with reading strategies,and with reading performance are negatively correlated,while the reading strategies with reading performance are positively correlated.Student's using frequency of three kinds of reading strategiesfrom high to low is: cognitive,metacognitive and social affective strategies.Positive correlation between three kinds of reading strategies and reading performance from high to low is:metacognitive,cognitive,social and affective strategies;negative correlation between three kinds of reading strategies and reading anxiety from high to low is:Metacognitive,cognitive and social affective strategies.In contrast,the positive correlation between reading strategies and reading achievement is stronger than the negative ones of reading anxiety and reading achievement.In short,both the use of English reading strategies and reading performance will be interfered by reading anxiety,the use of reading strategies will be affected,and then will influence reading performance.In the future's English Teaching in,teacher can avoid or reduce the reading anxiety of studentsfrom these two aspects.Therefore,it is important to reduce the interference of reading anxiety to reading performance and reading strategies,meanwhile improve the frequency of strategy use,and ultimately achieve the reading efficiency.Finally,it is hoped that this paper will be helpful to supplement the study of English reading.