阅读焦虑对高中生英语阅读成绩的影响毕业论文.doc

学号 20070401050101 密级 _ 兰州城市学院本科毕业论文 阅读焦虑对高中生英语阅读成绩的影响学 院 名 称：外国语学院专 业 名 称：英 语学 生 姓 名：白 婷指 导 教 师：崇兴甲 二一一年五月BACHELORS DEGREE THESIS OF LANZHOU CITY UNIVERSITY矚慫润厲钐瘗睞枥庑赖。Effect of Reading Anxiety on High School Students English Reading Scores聞創沟燴鐺險爱氇谴净。College : School of Foreign LanguagesSubject : EnglishName : Bai TingDirected by : Chong XingjiaMay 2011郑 重 声 明本人呈交的学位论文，是在导师的指导下，独立进行研究工作所取得的成果，所有数据、图片资料真实可靠。尽我所知，除文中已经注明引用的内容外，本学位论文的研究成果不包含他人享有著作权的内容。对本论文所涉及的研究工作做出贡献的其他个人和集体，均已在文中以明确的方式标明。本学位论文的知识产权归属于培养单位。残骛楼諍锩瀨濟溆塹籟。本人签名：_ 日期：_ContentsAbstract - i酽锕极額閉镇桧猪訣锥。摘要-彈贸摄尔霁毙攬砖卤庑。1. Introduction-1謀荞抟箧飆鐸怼类蒋薔。1.1 Background of the Study - 1厦礴恳蹒骈時盡继價骚。1.2 Objective of the Study - 1茕桢广鳓鯡选块网羈泪。1.3 Significance of the Study-2鹅娅尽損鹌惨歷茏鴛賴。1.4 Overview of the Paper-2籟丛妈羥为贍偾蛏练淨。2. Literature Review-3預頌圣鉉儐歲龈讶骅籴。2.1 Definition of Foreign Language Anxiety -3渗釤呛俨匀谔鱉调硯錦。2.2 Definition of Reading Anxiety-4铙誅卧泻噦圣骋贶頂廡。2.3 Previous Studies on Foreign Language Reading Anxiety-4擁締凤袜备訊顎轮烂蔷。3. Research Design-5贓熱俣阃歲匱阊邺镓騷。3.1 Research Questions-5坛摶乡囂忏蒌鍥铃氈淚。3.2 Variables-5蜡變黲癟報伥铉锚鈰赘。3.3 Subjects-5買鲷鴯譖昙膚遙闫撷凄。3.4 Method and Instruments-6綾镝鯛駕櫬鹕踪韦辚糴。3. 4. 1 Questionnaire-6驅踬髏彦浃绥譎饴憂锦。3. 4. 2 The Final Exam Paper-6猫虿驢绘燈鮒诛髅貺庑。3. 5 Procedures-6锹籁饗迳琐筆襖鸥娅薔。4. Results and Discussion-7構氽頑黉碩饨荠龈话骛。4.1 English Reading Anxiety of the Subjects-7輒峄陽檉簖疖網儂號泶。4.1.1 General State of Reading Anxiety-7尧侧閆繭絳闕绚勵蜆贅。4.1.2 Classification of Reading Anxiety Groups-10识饒鎂錕缢灩筧嚌俨淒。4.2 Performance on English Reading Test-11凍鈹鋨劳臘锴痫婦胫籴。4.3 Correlation Between Reading Anxiety and Performance-12恥諤銪灭萦欢煬鞏鹜錦。4.3.1 General Reading Anxiety and General Performance-12鯊腎鑰诎褳鉀沩懼統庫。4.3.2 Differences in Reading Anxiety of Different Performance Groups-13硕癘鄴颃诌攆檸攜驤蔹。5. Conclusion and Implications-14阌擻輳嬪諫迁择楨秘騖。5.1 Conclusion-14氬嚕躑竄贸恳彈瀘颔澩。5.2 Limitations-14釷鹆資贏車贖孙滅獅赘。5.3 Implications-15怂阐譜鯪迳導嘯畫長凉。References - ii谚辞調担鈧谄动禪泻類。Acknowledgement-嘰觐詿缧铴嗫偽純铪锩。Appendix-v 熒绐譏钲鏌觶鷹緇機库。AbstractWe always acquire knowledge by reading, so reading plays a vital role in our daily life of language learning. A number of learner variables are generally said to influence the success or failure of language learning. Among these, foreign language reading anxiety has often been cited as one of the most important affective variables. The paper investigated the effect of reading anxiety on English reading performance. Based on random sampling, 127 subjects were selected in the first senior middle school in Lin Ze. Employing SPSS 17.0 to classify and analyze the results of Foreign Language Reading Anxiety Scale (FLRAS) and Reading Test Paper (the final exams of Jan. 2011). Based on the analysis of English reading anxiety and performance，the following correlation study of the two factors testifies that certain relations do exist among the two factors，i.e. there is a negative relation between reading anxiety and high school students reading scores. Furthermore, the effect of performance caused by high-anxiety and low-anxiety are significant. Moreover, reading anxiety has a different degree of negative influence on high scores group and low scores group. The results of this study can stimulate English teachers to senior school students to the state of students English reading anxiety so that the negative influence of reading anxiety on performance can be reduced by appropriate teaching methods and the students interest in English reading can also be aroused gradually.鶼渍螻偉阅劍鲰腎邏蘞。Key words: reading anxiety, senior middle school students, English reading scores 纣忧蔣氳頑莶驅藥悯骛。摘要我们通常都是通过阅读获取知识，因此，阅读在我们语言学习过程中显得尤为重要。外语学习中,影响学习者成败的变量很多。外语阅读焦虑就是其中重要的情感变量之一。本文通过调查127名普通高中的高三学生，研究了外语阅读焦虑对英语阅读成绩的影响。借用外语焦虑量表（FLRAS）和阅读测试卷(2011年期末英语试卷)完成数据采集，利用社会科学统计工具 (SPSS)17.0将得到的数据归类整理，得出高三学生存在很高的阅读焦虑感。通过相关性研究，证实了阅读焦虑和阅读成绩之间确实存在相关关系，即阅读焦虑与阅读成绩负相关;并且阅读焦虑的高低对成绩造成的差异都是显著的,而且阅读焦虑对高分组和低分组负影响的程度各不相同。本文的研究结果可促使大学高中英语教师重视学生的阅读焦虑状况，降低阅读焦虑对学生成绩的负面影响，从而提升学生的英语阅读水平和兴趣，最终取得令人满意的阅读效果。颖刍莖蛺饽亿顿裊赔泷。关键词：阅读焦虑；高中生；英语阅读成绩iii1 Introduction1.1 Background of the StudyReading is one of the most important skills for English Foreign Language learners during the process of English learning. Now that anxiety, a kind of affective factors，will affect Foreign Language learning, so it is not difficult to accept a hypothesis that anxiety would also occur in and influence the process of English reading. Saito et al. (1999) first put forward the concept of Foreign Language reading anxiety, which was distinguished from the general FL anxiety. Furthermore， they designed the Foreign Language Reading Anxiety Scale (FLRAS).However, not much considerable attention has been paid to FL reading anxiety in FL teaching. And the limited studies on the FL reading anxiety just focused on the relationship with reading scores (Chen, 2005: Saito et al., 1999; Sellers, 2000: Shi & Liu, 2006).濫驂膽閉驟羥闈詔寢賻。In recent years, people pay more attention to the effect of emotional factors, no matter in the process of second language acquisition or foreign language teaching. Emotional anxiety influence directly the second language acquisition and hinder learners ability of language acquisition. The excellent teacher, textbook, teaching methods also can not help learners acquire a second language well if learners have strong effect of negative emotion. In many emotional factors, anxiety, regards the most influential factors, is paid attention by scholars both at home and abroad. From the current of high school English teaching situation in China, the teaching process still emphasize language knowledge and language skills except the learning emotion, and ignore an important reason that students performance is confined by English learning barrier caused by foreign language learning anxiety.銚銻縵哜鳗鸿锓謎諏涼。1.2 Objective of the StudyThis study wants to adopt the language anxiety and English reading, analyze the current high school students to read foreign language anxiety and the relationship between the English reading scores, attempts to summarize and explore ways to overcome high school students anxiety. On the other hand, the result of this study benefit for high school students English reading scores. Through studying one of emotional factors of foreign language reading anxiety on high school students, it will improve teaching methods, will practise the concept of the new curriculum reflecting the new curriculum standards, and will meet the high school English teaching materials and lay a good foundation. Reading is very important for our students, new curriculum standards is the overall goal of high school English curriculum, it further clarify the purpose of English learning and develop autonomous learning and cooperative learning skills. According to the communication needs of high school students and the cognitive level, high school English teaching should focus on training students the ability of the following areas: interpersonal communication in the appropriate use of English language ability; obtaining and processing information by the usage of English; analyzing problems in English and problem-solving ability and critical thinking ability (the Ministry of Education, 2003). Its ultimate purpose is able to use English as a tool to obtain and apply necessary information. Because of this, the corresponding entrance examinations, or PETS, on the reading comprehension test are a large proportion. Therefore, we know how to read the anxiety of Chinese learners who regard English as a foreign language study, it not only has theoretical value but also has practical significance for teaching. The ordinary high school students will be conducted a survey study. 1.3 Significance of the Study挤貼綬电麥结鈺贖哓类。In many researches, the object is almost the college students, and the foreign language anxiety learning researches are few, about the middle school students, especially for senior students in senior middle school. However, they face many pressures from the entrance exam, so they are a special group of English learners. Therefore, it is of special significance to research the reading anxiety of them. So, researching foreign language reading anxiety not only help people to read the anxietys characteristic, structure and causes, but also it is conducive to accurately diagnose students English reading anxiety and the source of anxiety state for foreign language teachers, and some put the corresponding loss development strategy to enhance the quality of teaching. From the current of high school English teaching situation in China, the teaching process still emphasize language knowledge and language skills except the learning emotion and ignore an important reason that students English performance is confined by English learning barrier, caused by foreign language learning anxiety. From the view of the college entrance examination content, reading competence basically decide cloze, reading comprehension and contextual dialogue which totally possess 80 scores among the 150 scores in the college entrance exam. Therefore, it is very important and imminent to study whether senior school students have reading anxiety and the relationship between reading anxiety and English reading performance. 赔荊紳谘侖驟辽輩袜錈。1.4 Overview of the PaperThe thesis is made up of five parts. The first part introduces the background of the study, the purpose and significance of the study as well as organization of the thesis. Part two is a review of the literature. In this chapter, the author reviews the definitions of some important terms, studies concerning foreign language anxiety and foreign language reading anxiety at home and abroad, and expounds the theoretical foundations of the study. Part three involves research methodology which includes research questions, participants, instruments and procedures of data collection and analysis. Part four is the results and discussion. In this chapter, the author analyzes the results of quantitative and qualitative research in details. Part five is conclusion. The author summarizes the major findings of the study and advances pedagogical implications for English reading teaching and learning. At the same time, the author points out the limitations of the study and puts forward some recommendations for future research.塤礙籟馐决穩賽釙冊庫。2 Literature Review2.1 Definition of Foreign Language Anxiety Among the affective explanations, recent attention has been paid to the role of anxiety, which is pervasive in language learning and considered to be one of the most important and influential effective variables. FLA is linked directly to performing in the target language, so it is different from the one in general sense. Arnold (1999:8) holds that language anxiety is possibly the effective factor that most pervasively obstructs the language learning process. From second language acquisition perspective, Maclntyre and Gardner (see Arnold, 1999: 59) see FLA as “the apprehension experienced when a situation requires the use of a second language with which the individual is not fully proficient”, which it has been characterized by “derogatory self-related cognitive feelings of apprehension and psychological responses such as increased heart rate”. Horwitz and Cope (1986: 31) conceptualize FLA as “a distinct complex of self-perceptions, beliefs, feelings and behaviors related to classroom language learning arising from the uniqueness of the Language learning process.” In other words, it refers to the anxiety occurring when a learner is exposed to a foreign language situation. It ranks high among factors influencing second language acquisition, regardless of whether the setting is informal (learning language outside the classroom)or formal (inside the language classroom).裊樣祕廬廂颤谚鍘羋蔺。2.2 Definition of Reading AnxietyReading, on the surface, appears to be the component of foreign language performance least prone to anxiety effects. Reading, unlike speaking a foreign language, is primarily done privately with many opportunities for reflection and reconsideration, it is an individual act because the success of reading does not depend on a dynamic construction of meaning by two or more speakers. However, Satio et al. (1999) held that three aspects of foreign language reading would seem to have great potential for eliciting anxiety: unfamiliar scripts, unfamiliar writing systems and unfamiliar cultural material. With regard to unfamiliar writing systems, it seems likely that the less the learner can depend on the reliability of a specific system of sound-symbol correspondences, the more anxiety he or she will be experienced during reading. “In this case, the reader would experience anxiety as soon as he or she attempts to decode the script because the reader would immediately experience difficulty in processing the text” (Satio et al., 1999, p. 203). As for unfamiliar cultural, it seems to have an impact at a point in the reading process that is less immediate than that of unfamiliar scripts and writing systems. When doing reading, the reader will first come across the symbols, decode them into sounds, associate the sounds with words, and then attempt to process the meaning of a text. “It is at the point when the reader realizes that the words he or she has decoded do not constitute a comprehensible or logical message entity that one would expect anxiety to set in” (Satio et al., 1999, p. 203).仓嫗盤紲嘱珑詁鍬齊驁。2.3 Previous Studies on Foreign Language Reading Anxiety绽萬璉轆娛閬蛏鬮绾瀧。As one of the most important factors that influence foreign language learning, anxiety of language has attracted more and more attention of researchers. Research on this has generally been considered important. However, many are about speaking and listening, much less on the relationship between reading anxiety and foreign language learning scores.骁顾燁鶚巯瀆蕪領鲡赙。In recent years some researchers have been studying the relationship between anxiety of foreign language reading and learning scores. Saito used his own FLCAS (Foreign Language Classroom Anxiety Scale) to investigate 383 American students who were learning French, Russian and Japanese. His research expresses that reading foreign language also brings about anxiety. Sellers (2000) research also tells that students anxiety decides how well their memories are, which is negative relevant with each other. Research on this in our country started late but developed quickly. Some researchers have been getting down to this study. Chen Suhongs (2005) research explains that students who are in the failing group are more anxious than those in the successful group. Deng Huan (2003) did the research on the relationship between learners anxiety and English reading efficiency, which objectively points out that anxiety can produce both active affect and negative affect. It emphasizes anxietys double effects, so only to adjust learners anxiety scientifically can be good to improve reading efficiency.瑣钋濺暧惲锟缟馭篩凉。All of these researches on anxiety of reading have proved that learners who study foreign language are with anxiety, which obviously influences their foreign language scores. Due to the importance of English reading ability to our Chinese students, improving anxiety becomes significant in the process of teaching. Teachers should recognize it sufficiently, and take effective actions to cope with students anxiety in the reading class in order to improve the development of students reading ability.鎦诗涇艳损楼紲鯗餳類。3 Research Design3.1 Research QuestionsBased on the literature review, this study aims to determine whether reading anxiety have an effect on high school students reading scores and discover any differences of English reading anxiety in terms of different performance groups. To achieve this purpose, it expects to answer the following questions:栉缏歐锄棗鈕种鵑瑶锬。1. Does foreign language reading anxiety have an effect on high school students reading scores and their relationship?辔烨棟剛殓攬瑤丽阄应。2. Does reading anxiety have different degrees influence on different performance groups? 峴扬斕滾澗辐滠兴渙藺。3.2 VariablesTwo variables exist in the present study. The first variable in this study is the state of English reading anxiety responded by the subjects. The measurement of the reading anxiety is Foreign Language Reading Anxiety Scale(FLRAS)，which contains 20 items. The second variable is the scores on the reading comprehension paper performed by subjects.詩叁撻訥烬忧毀厉鋨骜。3.3 SubjectsThe target population of this study，a total of 127 third-year students in the first senior middle school of Lin Ze which is a common senior middle school in Gan Su province, is selected randomly to participate in the study. All of them are preparing to attend the college entrance examination in 2011. They are from a class of science and a class of art. The ages of the subjects range from 16 to 20. All of them have learned English more than 6 years. Each of them is given a sequential number for the convenience of study. The sampling procedure is intended to reflect the characteristics of Chinese senior student English reading anxiety, and their English reading performance.则鯤愜韋瘓賈晖园栋泷。3. 4 Method and Instruments3. 4. 1 Questionnaire Questionnaire (see Appendix 2) is the Foreign Language Reading Anxiety Scale (FLRAS) with 20 items developed by Saito et al (1999). In order to meet the practical need of the study，the FLRAS is slightly modified before it is administered to the subjects. It is translated into Chinese and the term“foreign language” in the original scale is replaced by“English”. The 20 questions of FLRAS are answered on a five-Point Likert scale with five responses ranging from (1)“strongly disagree”(scale point 1) to (3)“neither agree nor disagree”(scale point 3) to (5)“strongly agree”(scale points).Some of the items (12，13，14，and18) on this instrument are key-reversed because they are expressed in opposite way compared with the other items, so that in all instances，a higher mark of FLRAS represents the higher anxiety in reading. 胀鏝彈奥秘孫戶孪钇賻。3. 4. 2 The Final Exam PaperFrom senior students final exam paper, the author select the part of rea