Effects Of English Anxiety On English Reading Comprehension In Township Middle School Students

Language learning anxiety is one of the hot topics in the field of foreign language learning,and it largely hinders foreign language learning.Metacognition,known as cognitive cognition,refers to the ability of individuals to recognize and control their own thinking process,which plays an important part in promoting the success of foreign language learning.While learning English,reading is an important skill to promote knowledge acquisition and exchange of information.Because both the amount of English reading and the difficulty of English reading comprehension are increased,the simple reading method is not suitable.However,the junior and senior high school students in towns have relatively low English metacognitive level due to their relatively low learning conditions,teaching level,living environment and English reading level.Although there are many researches on the relationship between foreign language learning and metacognition,there still exist some deficiencies in those researches.For example,the study on English reading comprehension and English metacognition is not systematic;and most of the existing studies focus on college students and primary school students,there are few comprehensive and systematic studies on township middle school students.In view of the current reality of English teaching in township middle schools,this study intends to attempt to study the impact of English learning anxiety and English metacognition on English reading comprehension comprehensively and systematically,and further explore the theoretical and practical significance of English reading teaching in township middle schools in the future.This study is made up of two parts: descriptive study and experimental study.Description research mainly adopts questionnaire survey,by using English Learning Anxiety Questionnaire,English Metacognition Questionnaire and English Reading Comprehension Test,trying to know the township middle school students' English learning anxiety level,metacognition level in English,and the ability of English reading comprehension.Furthermore,the study try to discuss the relationship between English learning anxiety,English metacognitive and English reading comprehension,and the mediating role of English metacognitive between them.Based on the statistical results of descriptive study,two parallel classes were selected as the experimental group andthe control group.The experimental group was given weekly group counseling on metacognitive English reading,and the teaching method of metacognitive strategy was used in English reading teaching,while the control group was given no group counseling,and the traditional teaching method was used in teaching.Both the experimental group and control group were accepted the pre-test and post-test of English Metacognition questionnaire and English Reading Comprehension test to verify the English metacognition.The main findings of this study are as following:(1)There is a significant correlation between English metacognition and English reading comprehension.(2)English metacognition plays a part in mediating between English learning anxiety and English reading comprehension.(3)Reading teaching combined with English metacognition can improve students' English metacognitive level and English reading comprehension.In summary,it can be seen that English learning anxiety is an important factor affecting the English reading comprehension ability of junior and senior high school students in towns.Their English metacognitive level and English reading ability can be negatively predicted by English learning anxiety.Their English metacognition mediates between English learning anxiety and English reading comprehension.Reading teaching combined with metacognition is effective,which can enhance both the metacognitive level and English reading of junior and senior high school students in towns,and reduce the anxiety of English learning.