Abstract：The study is conducted to investigate the situation of English reading anxiety and the use of reading strategies. On this basis, the relationship between English reading anxiety and reading strategies is analyzed. The differences in reading strategies for students with different levels of anxiety are examined, in order to assist students in effectively using reading strategies, reducing reading anxiety and facilitating students reading ability. Two questionnaires are used to collect data, one of which is Foreign Language Reading Anxiety (FLRAS), and the other is questionnaire that refers to Strategy Inventory for Language Learning (SILL) and Scale of Reading Strategy (SORS). A total of 110 valid samples of Xuzhou University of Technology were collected and SPSS 22.0 was used to analyze data.
The results show that English reading anxiety and strategies have a negative relation. Among the three strategies (metacognitive strategy, cognitive strategy and social strategy), various anxiety groups are apparently different in the use of metacognitive and social strategy, but there is no distinct difference in cognitive strategy.
Keywords: English reading anxiety reading strategies correlation research
Contents
Abstract
摘要
Chapter One Introduction-1
1.1 Background and Significance of the Research-1
1.3 Structure of the Thesis-2
Chapter Two Literature Review-3
2.1 Studies on English Reading Anxiety-3
2.2 Studies on English Reading Strategies-3
2.3 Studies on the Correlation on English Reading Anxiety and Strategies-4
Chapter Three Methodology-6
3.1 The Purpose of Study-6
3.2 Subjects-6
3.3 Instruments-6
3.4 Analysis and Results-7
3.4.1 Data Analysis-7
3.4.2 Findings-10
3.5 Limitations and Suggestions-11
Chapter Four Conclusion-12
References-13
Appendix Ⅰ-14
Appendix Ⅱ-16
