On The Correlation Among English Reading Anxiety?Strategies And Scores

Reading is an important way to improve students' reading ability.Studies have shown that anxiety and strategy are important factors influencing reading.Although many scholars have studied the correlation of reading anxiety,reading strategies and reading scores,this thesis attempts to supplement this field through some specific teaching practice on the basis of previous studies.Based on Language Input Theory,Krashen's Affective Filtering Hypothesis and Constructivism,the thesis attempts to explore the following questions: Firstly,what is the current state of English reading anxiety,strategies and scores among junior high school students? Secondly,what is the difference between English reading strategies and reading scores in high anxiety group and low anxiety group among junior high school students? Thirdly,what is the relationship on reading anxiety,strategies and scores among junior high school students?The author investigated students from two classes in the seventh grade of No.1 Middle School of Pingsha Zhuhai by using questionnaire survey and interview.The study found that: 1)The English reading is generally in a state of high anxiety among junior high school students;the reading strategies are used in medium frequency,and the use of Social/Affective Strategies is less than Cognitive Strategies and Meta-Cognitive Strategies;the reading scores are above average;2)Reading strategies in low anxiety group are more frequently used than those in high anxiety group;the reading scores in low anxiety group are higher than those in high anxiety group;3)Students' English reading anxiety and strategies are inversely proportional to the scores,and their reading scores are directly proportional to the strategies.This study has certain theoretical significance and practical value in the field of English reading teaching.