The Dynamic Relationship Between Foreign Language Reading Self-efficacy,Foreign Language Reading Anxiety And Reading Performance In Junior Middle School Students

The cultivation of English reading comprehension ability enjoys top priority in English teaching,and reading comprehension test is one of the leading ways to measure students’ reading comprehension ability.Reading performance is influenced by many factors,including self-efficacy and foreign language anxiety as emotional factors.Existing researches at home and abroad,based on the self-efficacy theory,affective filter hypothesis and information processing theory,closely linked self-efficacy and foreign language anxiety to reading performance so that the Foreign Language Reading Self-efficacy(FLRSE)and Foreign Language Reading Anxiety(FLRA)came into being.However,in terms of the subjects,past researches mainly focused on college students,and less involved younger learners.And the differences between groups and grades may produce different research results.What’s more,most previous researches have been synchronic,but there is still lack of the description and analysis of the dynamic relationships between variables.In addition,the correlation between Foreign Language Reading Anxiety and reading performance is still controversial.Therefore,this study was intended to investigate the situation of Chinese adolescents and some junior middle school students were chosen as the subjects.Specifically,this research tried to answer the following three questions:(1)What is the overall level of Foreign Language Reading Self-efficacy and Foreign Language Reading Anxiety in junior middle school students and how do they change from Grade 1 to Grade 3?(2)How does the correlation between Foreign Language Reading Self-efficacy and reading performance change from Grade 1 to Grade 3 in junior middle school students?.(3)How does the correlation between Foreign Language Reading Anxiety and reading performance change from Grade 1 to Grade 3 in junior middle school students?The data were collected from two questionnaires in this research.With the help of statistical software spss22.0,the results produced are as follows:(1)The overall level of English reading self-efficacy among the junior middle school students is high with a downward trend.The overall level of Foreign Language Reading Anxiety among junior middle school students is moderately high with a rising trend.(2)The positive correlation between Foreign Language Reading Self-efficacy and reading performance is relatively moderate.From the perspective of overall trend,the correlation between Foreign Language Reading Self-efficacy and reading performance is gradually increasing.(3)Among the four dimensions of Foreign Language Reading Anxiety,unfamiliar cultural apprehension and unfamiliar writing apprehension have no significant negative correlation with reading performance;there is low negative correlation between Foreign Language Reading Anxiety and reading performance in Grade 1,but no significant negative correlation from Grade 2 to Grade 3;the negative correlation between emotional apprehension and reading performance is on the rise.As for the specific dynamic relationship,the correlation declines from Grade 1 to Grade 2,and rises from Grade 2 to Grade 3.