A Study On Correlations Among English Reading Anxiety,Reading Strategies,and Reading Achievements Of Senior High School Students

Reading is an important means by which people acquire knowledge and information in the world.English reading comprehension is closely related to senior high school students' English achievements.Lots of researchers have done multiple studies respectively on students' reading anxiety,reading strategies and reading achievements.However,a few researchers studied the relationship between English reading anxiety,reading strategies and reading achievements among college students,and there isn't any research on this aspect of senior high school students.Therefore,the purpose of this thesis is to survey the correlations among English reading anxiety,reading strategies and reading achievements of senior high school students.The participants selected for this research were 88 senior high school students to finish Foreign Language Reading Anxiety Scale English Reading Strategy Scale questionnaires,and one authentic reading test.All the data is input,classified and analyzed by SPSS13.0 and interview serving as a supplement.By this research,the author draws the conclusions as follows:Firstly,senior high school students have a high degree of English reading anxiety.Secondly,senior high school students tend to use more cognitive strategies,occasionally choose metacognitive strategies and seldom apply social-affective strategies.Thirdly,students with different levels of reading anxiety have distinct differences in applying reading strategies and reading achievements.The students suffering from higher anxiety on reading use less reading strategies;the students with less anxiety on reading have higher reading achievements than those who suffer from serious anxiety.Finally,for senior high school students,there are negatively correlations between reading anxiety and reading strategies,between reading anxiety and reading achievements.Besides,English reading strategies has a positive correlation with reading achievements.This study enriches the empirical researches of English reading anxiety and reading strategies.The author hopes more attention would be paid to students' reading anxiety and reading strategies through this study,which would also provide some reference to adjust and promote English reading teaching of high schools.