The Influence Of Senior Two Students’ English Academic Emotions And Learning Interest In English Reading Scores

Reading has been the most important way of getting information, and also the key and difficult point in English teaching. Through the analysis of literature, academic emotion and interest in learning have different influences on academic achievement. In addition, the level of English reading in senior high school students in our country is always unsatisfactory. In this paper, high school English courses as the media, 1218students from two senior middle schools in Jilin province were selected as subjects,The questionnaires included in this study are Academic Emotions Questionnaire fog Adolescents by Guoliang Yu and Yan Dong, Cui Zhu extract prepared senior high school students’English learning interest scaleas a measurement tool. Senior two students’English academic emotions and the basic learning situation as well as these two factors’influence on English reading achievement are deeply studied. The results are as follows:(1) Senior two students’English academic emotions in the probability of occurrence, negative emotions are lower than positive emotions, low arousal emotions are below the high arousal emotions; interest in learning English is the medium level.(2) Senior two students there are significant gender differences in English academic emotions, that is, the female English academic emotions are more positive than boys, boys’negative academic emotions in English are higher than girls; there is no significant difference between male and female students’interest in learning interest.(3)Different levels of reading skills of Senior two students in positive emotions, embodied in:high reading level students to experience positive emotions than reading level students and low reading level students, reading level students is higher than the low reading level students; Is also significant difference in the negative emotion, embodied in:low reading level students to experience more negative emotions than the high level of reading and reading level of students, students reading level students is higher than the high level of reading. Different levels of reading junior significant differences on the interest in learning, embodied in:high level of reading of the students’ interest in learning level is higher than in reading level and low reading level students, reading level is higher than in low reading level students.(4) In the learning of English reading of senior two students, English learning there is no significant difference between emotions, which means there does not exist positive and negative correlation as for scores, positive-emotions, or negative emotions for senior two students there was a positive correlation between the grades, interest in learning, the more the interests are,the higher the English reading scores are.(5)English academic emotions and English learning interest can be good predictors for English reading scores are. for senior two students.