A Correlation Study On English Reading Anxiety And Reading Achievements Of Senior High School Students

English learning in high school is a process of integrated development of language knowledge and language skills,and a process of continuous improvement of learning ability.English reading plays an important role in high school English learning.The 2017 new curriculum standards require teachers to pay more attention to the individual differences and emotional development of students' English learning.Among the emotions that affect students' English learning is reading anxiety,as an important emotional factor in English learning,has attracted wide attention from many scholars.At the same time,related research mainly focuses on the study of the impact of gender differences and reading strategies on reading performance.There is relatively little research on the correlation between English reading anxiety and reading performance of high school students in Xinjiang.This study attempts to explore the correlation between English reading anxiety and English reading performance under the guidance of humanistic psychology and emotional filtering hypothesis theory,so as to help high school students improve their English reading performance,providing individual cases and suggestions to senior high school English teachers.This study mainly answers the following two questions:(1)What is the current situation of English reading anxiety of senior grade one students of No.3 Senior High School in Yining City?(2)What are the correlations between students' English reading anxiety and English reading achievements?Questionnaires survey method are used in this study.By using questionnaire of Foreign Language Reading Anxiety Scale(FLRAS)to know about the current situation of English reading anxiety of Senior Grade One students.The subjects were from three natural and parallel classes in Senior Grade one of No.3 Senior High School in Yining City.The subjects are asked to finish the reading comprehension test and the questionnaire of Foreign Language Reading Anxiety Scale.All the data is classified and analyzed by SPSS 17.0.The statistics showed that the following results:(1)The overall mean 64.7484 of reading anxiety proves the existence of reading anxiety among the participants.The descriptive statistics for the effect of different levels of anxiety show that moderate anxiety students(100)are far more than high anxiety students(31)and low anxiety group students(28).(2)Pearson correlation and linear regression analysis both show that reading anxiety is significantly negatively correlated with reading performance.This result is consistent with previous research results.This study further indicates that moderate and high levels of reading anxiety are also negatively correlated with reading performance.The results of this study help to better understand the relationship between English reading anxiety and reading performance and the differences in reading performance of students with different levels of English reading anxiety.In order to further discuss the correlation between reading anxiety and reading achievements,the author analyzes the relationship between the three dimensions of English reading anxiety and English reading achievements on the basis of previous studies,and finds that there is also a significant negative correlation between the three dimensions of English reading anxiety and reading achievement,in which,the dimension and factor of text apprehension has the greatest impact on reading achievements.English teachers should give each student more confidence in English teaching,and try to help students build confidence in English reading.Teachers should try their best to create a supportive,positive and relaxed atmosphere in language classes,so that students can be immersed in an atmosphere full of care,love and expectations.When students encounter difficulties in reading,teachers should help them overcome the difficulties rather than combat enthusiasm,thereby improving the reading scores of high school students.