A Study On English Reading Anxiety Of Senior Three Students In Luchuan High School

English reading anxiety has its own unique characteristics.Previous English reading researches expertise in coping with reading issues and application of appropriate strategies and extents,nevertheless,they ignore the cause why the students fail to use the strategies properly to some degree.Therefore,Krashen’s Input Hypothesis and Affective Filter Hypothesis are applied in this paper,addressing the following questions:(1)What is the present situation of senior three students in high school who experience foreign language reading anxiety?(2)What is the correlation between reading anxiety,reading achievement,gender and expectation in college entrance examination?In this research,the participants are chosen from the grade three students in high school in Luchuan High School,Guangxi,among whom there are 114 students in total made up of 52 females and 62 males.The research instruments include a questionnaire which is carefully designed and accomplished under my supervision and two reading comprehension tests,which is generally adapted from the reading comprehension exercises in the modal tests that they have taken regularly.The data are analyzed with SPSS 18.0.Through Pearson correlation analysis and descriptive analysis,the following findings are found:Firstly,Senior Grade Three students experience high foreign language reading anxiety,additionally,the weaker English foundation the students have,the more English reading anxiety they feel.Secondly,’reading achievement of them has a negative correlation with their reading anxiety.Besides,female students show higher English reading anxiety than male students.What’s more,there is a positive correlation between the expectation of the National College Entrance Examination and students’ reading anxiety.The last but not least,the author puts forward some countermeasures to reduce the reading anxiety of the Senior Grade Three students.Above all,teachers are supposed to promote cooperative learning among students through pair work or inter group work which could reduce their anxiety in learning.Secondly,effective reading strategies should be developed,which could facilitate their ability of processing reading information and properly handle the anxiety in reading.Meanwhile,increase the classified reading training.Finally,a harmonious class atmosphere should be created so as to reduce the degree of anxiety effectively.