A Study On Correlations Among English Reading Anxiety,Motivation And Achievements Of Senior High School Students

English reading,regarded as a way of English input,plays an important part in English learning.According to Krashen's Affective Filter Hypothesis,affective factors play crucial roles in the process of language learning.Among quite a few affective factors,anxiety and motivation get an increasing amount of attention because of their great influences on English learning.Meanwhile,most of the previous researches focus exclusively on how anxiety and motivation influence English learning,so the researches on how English reading anxiety and reading motivation influence reading achievements need to be enriched.Therefore,it's significant to implement the present research aiming to explore correlations among English reading anxiety,reading motivation and reading achievements in order to provide some practical suggestions to improve students English reading.Based on the Affective Filter Hypothesis and the Motivation for Reading Theory,this research was implemented to address the three key questions:(1)What are the status quo of English reading anxiety and reading motivation among students in senior high school?(2)To what extent is English reading anxiety related to reading motivation? What arethe differences of reading motivation among students with different anxiety levels?(3)Do English reading anxiety and reading motivation influence reading achievements? If yes,to what extent do anxiety and motivation affect reading achievements? 217 students from the Affiliated Middle school to Inner Mongolia Normal University participated in the research.Both quantitative and qualitative methods that include questionnaires and an interview were used to collect data and SPSS 22.0was used to analyze data.The major findings of this research are presented as follows:(1)The students have moderate English reading anxiety and factors causing English reading anxiety consist of the length and difficulty of reading materials,English basic knowledge,self-confidence,English background information and the situation of reading examination.Meanwhile,the students have strong English reading motivation but their reading motivation in the dimensions of Self-efficacy and Social reasons for reading are weak.(2)The students' English reading anxiety is negatively and moderately correlated to their reading motivation(r=-0.373,p<0.01).Meanwhile,differences exist among students with different anxiety levels.Specifically,reading anxiety of the students with high anxiety has greater influences on the motivation dimension of Importance and Involvement,reading anxiety of the students with moderate level anxiety has greater influences on the motivation dimension of Self-efficacy and Curiosityand reading anxiety of the students with low anxiety has greater influences on the motivation dimension of Recognition and Involvement.(3)The students' English reading anxiety is weakly and negatively correlated to their reading achievements(r=-0.222,p<0.01)and the achievements of the students with high and moderate reading anxiety are affected greatly by reading anxiety.Nevertheless,the students' English reading motivation is moderately and positively correlated to their reading achievements(r=0.479,p<0.01)and reading motivation of the students with high and moderate reading anxiety has a greater influence on reading achievements.After exploring the influence of different motivation dimensions on reading achievements of the students with different reading anxiety levels,it is proved that the difference of the influence exists among the students with different anxiety levels.The results of the research are conducive to the clear understanding of the relationship among English reading anxiety,motivation and achievements as well as the difference of reading motivation among students with different reading anxiety levels.Afterwards,the present study brings up some suggestions on enhancing different dimensions of English reading motivation according to different reading anxiety levels.