阅读焦虑对高中生英语阅读成绩的影响设计.docx

1、阅读焦虑对高中生英语阅读成绩的影响设计(此文档为word格式，下载后您可任意编辑修改！) 密级 _ 兰州城市学院本科毕业论文 二一一年五月BACHELORS DEGREE THESIS OF LANZHOU CITY UNIVERSITYEffect of Reading Anxiety on High School Students English Reading ScoresCollege : School of Foreign LanguagesSubject : EnglishName : Bai TingDirected by : Chong XingjiaMay 2011郑 重 声

2、 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。ContentsAbstractWe always acquire knowledge by reading, so reading plays a vital role in our daily life of language learning. A number of learner vari

3、ables are generally said to influence the success or failure of language learning. Among these, foreign language reading anxiety been cited as one of the most important affective variables. The paper investigated the effect of reading anxiety on English reading performance. Based on random sampling,

4、 127 subjects were selected in the first senior middle school in Lin Ze. Employing SPSS 17.0 to classify and analyze the results of Foreign Language Reading Anxiety Scale (FLRAS) and Reading Test Paper (the final exams of Jan. 2011). Based on the analysis of English reading anxiety and performance，t

5、he following correlation study of the two factors testifies that certain relations do exist among the two factors，i.e. there is a negative relation between reading anxiety and stimulate English teachers to senior school students to the state of students English reading anxiety so that the negative i

6、nfluence of reading anxiety on performance can be reduced by appropriate teaching methods and the students interest in English reading can also be aroused gradually.Key words: reading anxiety, senior middle school students, English reading scores 摘要1 Introduction1.1 Background of the StudyReading is

7、 one of the most important skills for English Foreign Language learners during the process of English learning. Now that anxiety, a kind of affective factors，will affect Foreign Language learning, so it is not difficult to accept a and influence the process of English reading. Saito et al. (1999) fi

8、rst put forward the concept of Foreign Language reading anxiety, which was distinguished from the general FL anxiety. Furthermore， they designed the Foreign Language Reading Anxiety Scale (FLRAS).However, not much considerable attention paid to FL reading anxiety in FL teaching. And the limited stud

9、ies on the FL reading anxiety just focused on the relationship with reading scores (Chen, 2005: Saito et al., 1999; Sellers, 2000: Shi & Liu, 2006).In recent years, people pay more attention to the effect of emotional factors, no matter in the process of second language acquisition or foreign langua

10、ge teaching. Emotional anxiety influence directly the second language acquisition and . The excellent teacher, textbook, teaching methods also can not . In many emotional factors, anxiety, regards the most influential factors, is paid attention by scholars both at in China, the teaching process stil

11、l emphasize language knowledge and language skills except the learning emotion, and ignore an important reason that students performance is confined by English learning barrier caused by foreign language learning anxiety.1.2 Objective of the Study This study wants to adopt the language anxiety and E

12、nglish reading, analyze the current language anxiety and the relationship between the English reading scores, attempts to summarize and explore ways to overcome the other language reading anxiety on . Reading is very important for our students, new curriculum standards is the overall goal of needs o

13、f training students the ability of the following areas: interpersonal communication in the appropriate use of English language ability; obtaining and processing information by the usage of English; analyzing problems in English and problem-solving ability and critical thinking ability (the Ministry

14、of Education, 2003). Its ultimate purpose is able to use English as a tool to obtain and apply necessary information. Because of this, the corresponding entrance examinations, or PETS, on the reading comprehension test are a large proportion. Therefore, we know language study, it not only many resea

15、rches, the object is almost the college students, and the foreign language anxiety learning researches are few, about the middle school students, especially for senior students in senior middle school. However, they face many pressures from the entrance exam, so they are a special group of English l

16、earners. Therefore, it is of special significance to research the reading anxiety of them. So, researching foreign language reading anxiety not only language teachers, and some put the corresponding loss development strategy to enhance the quality of teaching. From the current of in China, the teaching process still emphasize language knowledge and language skills except the learning emotion and ignore an