| Through researching the history of reading anxiety, present situation and developingdirection of reading anxiety in China and abroad, this paper tries to explore the foreignlanguage reading anxiety among freshmen in the Affiliated Middle School of GannanNormal University and the effect that reading anxiety have on students’ readingachievement.The subjects are chosen from the Affiliated Middle School of Gannan NormalUniversity and there are113students. By means of questionnaire and test, the author usesSPSS11.5to analyze the data. The questionnaire contains two parts: personal backgroundand Saito’s Foreign Language Reading Scale. The grade of reading comprehension isadopted from the English reading grade of middle term examination of freshmen. Theform of paper is same as national examination’ which contains five readingcomprehensions (twenty multiple-choice questions) the full mark is forty. The data isanalyzes by SPSS11.5.The main research questions of this paper are four questions: one, if freshmen insenior school have foreign language reading anxiety, what about the level of readinganxiety? Two, what’s the relationship between reading anxiety and reading achievement?Three, what is the relationship between gender, self-satisfaction with their English andforeign language reading anxiety? Four, what are the main sources of foreign languagereading anxiety in freshmen in junior school. After research and analyzing, author foundthat the freshmen in senior school experience high foreign language reading anxiety.Their reading achievement is negatively related with their reading anxiety. Male studentsshow higher foreign language reading anxiety than female students. The more they aresatisfied with their English level, the less foreign language reading anxiety theyexperience. The main sources that cause reading anxiety among the freshmen in seniorschool are lack of confidence, not enough vocabulary, not knowing too much aboutforeign countries’ culture, lack of interest in reading and can not get the theme of apassage.At last, according to the research results, author put forward her own suggestions hoped that it will have a certain guiding function to the English reading teaching of gradeone. So that it will reduce students’ foreign language reading anxiety and improve theirreading achievement. First, teachers should diagnose the students’ level of foreignlanguage reading anxiety. What’s more, they also need to help them be aware of thenormal existence of foreign language reading anxiety and the negative effect on readingachievement. Second, teachers should help students build their self-confidence, becauseself-confidence can decrease the effects of some negative affective factors on study. Third,teachers should take necessary teaching methods to enlarge students’ vocabulary. Fourth,teachers should help students to master some reading skills so that they don’t need totranslate the words one by one in reading process. Fifth, teachers should take effectiveways to help students stimulate American and British culture and get to know foreigncountries’ customs. Last, in the daily teaching, teachers should train students’self-satisfaction and increase their expectation for English. |
