阅读焦虑对高中生英语阅读成绩的影响设计.docx

阅读焦虑对高中生英语阅读成绩的影响设计.docx

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阅读焦虑对高中生英语阅读成绩的影响设计

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密级___________________

兰州城市学院本科毕业论文

二〇一一年五月

BACHELOR’SDEGREETHESISOFLANZHOUCITYUNIVERSITY

EffectofReadingAnxietyonHighSchoolStudents’EnglishReadingScores

College:

SchoolofForeignLanguages

Subject:

English

Name:

BaiTing

Directedby:

ChongXingjia

May2011

郑重声明

本人呈交的学位论文，是在导师的指导下，独立进行研究工作所取得的成果，所有数据、图片资料真实可靠。

尽我所知，除文中已经注明引用的内容外，本学位论文的研究成果不包含他人享有著作权的内容。

对本论文所涉及的研究工作做出贡献的其他个人和集体，均已在文中以明确的方式标明。

本学位论文的知识产权归属于培养单位。

Contents

Abstract

Wealwaysacquireknowledgebyreading,soreadingplaysavitalroleinourdailylifeoflanguagelearning.Anumberoflearnervariablesaregenerallysaidtoinfluencethesuccessorfailureoflanguagelearning.Amongthese,foreignlanguagereadinganxietybeencitedasoneofthemostimportantaffectivevariables.ThepaperinvestigatedtheeffectofreadinganxietyonEnglishreadingperformance.Basedonrandomsampling,127subjectswereselectedinthefirstseniormiddleschoolinLinZe.EmployingSPSS17.0toclassifyandanalyzetheresultsofForeignLanguageReadingAnxietyScale（FLRAS）andReadingTestPaper（thefinalexamsofJan.2011）.BasedontheanalysisofEnglishreadinganxietyandperformance，thefollowingcorrelationstudyofthetwofactorstestifiesthatcertainrelationsdoexistamongthetwofactors，i.e.thereisanegativerelationbetweenreadinganxietyandstimulateEnglishteacherstoseniorschoolstudentstothestateofstudents’Englishreadinganxietysothatthenegativeinfluenceofreadinganxietyonperformancecanbereducedbyappropriateteachingmethodsandthestudents’interestinEnglishreadingcanalsobearousedgradually.

Keywords:

readinganxiety,seniormiddleschoolstudents,Englishreadingscores

摘要

1Introduction

1.1BackgroundoftheStudy

ReadingisoneofthemostimportantskillsforEnglishForeignLanguagelearnersduringtheprocessofEnglishlearning.Nowthatanxiety,akindofaffectivefactors，willaffectForeignLanguagelearning,soitisnotdifficulttoacceptaandinfluencetheprocessofEnglishreading.Saitoetal.（1999）firstputforwardtheconceptofForeignLanguagereadinganxiety,whichwasdistinguishedfromthegeneralFLanxiety.Furthermore，theydesignedtheForeignLanguageReadingAnxietyScale（FLRAS）.However,notmuchconsiderableattentionpaidtoFLreadinganxietyinFLteaching.AndthelimitedstudiesontheFLreadinganxietyjustfocusedontherelationshipwithreadingscores（Chen,2005:

Saitoetal.,1999;Sellers,2000:

Shi&Liu,2006）.

Inrecentyears,peoplepaymoreattentiontotheeffectofemotionalfactors,nomatterintheprocessofsecondlanguageacquisitionorforeignlanguageteaching.Emotionalanxietyinfluencedirectlythesecondlanguageacquisitionand.Theexcellentteacher,textbook,teachingmethodsalsocannot.Inmanyemotionalfactors,anxiety,regardsthemostinfluentialfactors,ispaidattentionbyscholarsbothatinChina,theteachingprocessstillemphasizelanguageknowledgeandlanguageskillsexceptthelearningemotion,andignoreanimportantreasonthatstudents’performanceisconfinedbyEnglishlearningbarriercausedbyforeignlanguagelearninganxiety.

1.2ObjectiveoftheStudy

ThisstudywantstoadoptthelanguageanxietyandEnglishreading,analyzethecurrentlanguageanxietyandtherelationshipbetweentheEnglishreadingscores,attemptstosummarizeandexplorewaystoovercometheotherlanguagereadinganxietyon.Readingisveryimportantforourstudents,newcurriculumstandardsistheoverallgoalofneedsoftrainingstudentstheabilityofthefollowingareas:

interpersonalcommunicationintheappropriateuseofEnglishlanguageability;obtainingandprocessinginformationbytheusageofEnglish;analyzingproblemsinEnglishandproblem-solvingabilityandcriticalthinkingability（theMinistryofEducation,2003）.ItsultimatepurposeisabletouseEnglishasatooltoobtainandapplynecessaryinformation.Becauseofthis,thecorrespondingentranceexaminations,orPETS,onthereadingcomprehensiontestarealargeproportion.Therefore,weknowlanguagestudy,itnotonlymanyresearches,theobjectisalmostthecollegestudents,andtheforeignlanguageanxietylearningresearchesarefew,aboutthemiddleschoolstudents,especiallyforseniorstudentsinseniormiddleschool.However,theyfacemanypressuresfromtheentranceexam,sotheyareaspecialgroupofEnglishlearners.Therefore,itisofspecialsignificancetoresearchthereadinganxietyofthem.So,researchingforeignlanguagereadinganxietynotonlylanguageteachers,andsomeputthecorrespondinglossdevelopmentstrategytoenhancethequalityofteaching.FromthecurrentofinChina,theteachingprocessstillemphasizelanguageknowledgeandlanguageskillsexceptthelearningemotionandignorean