An Investigation Of The Relationship Among Students' English Reading Self-Efficacy,Reading Anxiety And Their Reading Performance In Senior High School

Self-efficacy research has been a hot issue in the field of domestic and foreign language institute and linguists' researches in this field have become more and more specific in recent years, from the initial self-efficacy to writing self-efficacy and foreign language reading self-efficacy. The purposes of this research are to discuss the current situation of students' foreign language reading self-efficacy, foreign language reading anxiety and the correlation among foreign language reading self-efficacy, foreign language reading anxiety and reading performance.In Chapter One, the author introduces the background, significance and purposes of this research; In Chapter Two, the author do the review of domestic and foreign researches related to reading self-efficacy and reading anxiety. The author also points out the limitations of them. In Chapter Three, the author introduces the three theoretical foundations: Krashen's(1980) affective filter hypothesis theory, Carroll's(2000) information processing theory and Albert Banduras'(1977) self-efficacy theory. Chapter Four is the research design.The participants are 111 freshmen of Tong Wei No.1 senior high school. The research instrument are Foreign Language Reading Self-efficacy Scale published by Raven Richardson Piercey(2013), Foreign Language Reading Anxiety Scale designed by Satio(1999) and English reading comprehension of senior high school entrance English examination of Gansu 2011. Firstly, the author tried to describe the situation of the subjects' foreign language reading self-efficacy, foreign language reading anxiety and reading performance. Secondly, the relations among the three factors are analyzed by using correlation study.The results are: 1) the general of participants' foreign language reading self-efficacy is a little low, the mean of which is 2.59. Among the five dimensions of Foreign Language Reading Self-efficacy, Self-efficacy for self-regulated learning in reading marks the highest, the mean of which is 2.85. Self-efficacy for extracurricular reading marks the lowest, the mean of which is 1.86; 2)Participants' foreign language reading anxiety is relatively high(mean=3.18). Among the four dimensions of Foreign Language reading anxiety, Emotion Apprehension marks the highest, the mean of which is 3.30. Unfamiliar writing apprehension marks the lowest, the mean of which is 3.04; 3) foreign language reading self-efficacy and students' reading performance is positive correlation; foreign language reading anxiety and reading performance is negative correlation and the correlation between foreign language reading anxiety and foreign language reading self-efficacy is negative, among them foreign language reading self-efficacy and foreign language reading anxiety are significantly negative(p=-.440). Foreign language reading self-efficacy and foreign language reading performance are significantly positive(p=.267).Through this study, the author hopes to provide useful suggestions for senior high school students to improve their reading ability and performance and to lay a basis for the future study.