Study on the relationship between the reading anxiety and the reading strategy in foreign language learning

This study is concerned with the possible relationship between language anxiety and language learning strategies in reading process among the students of English as a foreign language （EFL）. Participants consist of a volunteer pool of 120 sophomore non-English majors. Versions of previously published measurement scales, the Foreign Language Reading Anxiety Scales （FLRAS） and the Survey of the Reading Strategies （SOR）, were administered to the subjects as measures of foreign language anxiety and foreign language learning strategy preferences. Based on the collected data, the statistics descriptions were performed to investigate the students＇ anxiety state and strategy use level. The analyses suggest that most of students have the anxiety level above the mean, and the anxiety regarding the reading confidence is mainly responsible for the students＇ reading anxiety, and meanwhile, students use more cognitive strategies in their reading and the level of their language learning strategies are relatively low. Results indicate no significant differences between males and females on their anxiety level, as well as their strategy use. Furthermore, a Pearson correlation analysis reveals that, for the most learners, the anxiety state do hinder them from choosing effective strategies in their reading. The study explores the relationship between the reading anxiety and the reading strategy, demonstrates the effects of the anxiety reduction training on the strategy use, provides the implications for foreign language teachers that in reading comprehension teaching they should focus more on students＇ anxiety, especially their reading confidence anxiety, and encourage them more.

The Effects of Reading Anxiety and Learning Motivation on EFL Stu⁃ dents’Incidental Vocabulary Acquisition During Reading

This study explores the effects of two affective factors,reading anxiety and learning motivation on incidental vocabulary acquisition(IVA)under Chinese context.Fifty-two sophomores form a comprehensive university in southern China were enrolled in this study;data were collected through questionnaires,IVA test,and semi-structured interviews.This study identified the signifi⁃cant relationship between IVA and learning motivation but reading anxiety was non-significant.The findings contributed empirical evidence to the effects of affective factors on Chinese students’incidental vocabulary acquisition.

The Study on the English Reading Anxiety and Reading Achievements of High School Students

English learning in high school is a process of integrated development of language knowledge and language skills,and a process of continuous improvement of learning ability.English reading plays an important role in high school English learning.This study attempts to explore the correlation between English reading anxiety and English reading performance and to help high school students improve their English reading achievements,providing individual cases and suggestions to senior high school English teachers.

Research on the Relationship Between Reading Anxiety and Reading Strategy in English Reading:A Quantitative Study in Chengdu University

According to a large number of studies since the 1970s,learners’emotional state is one of the important factors affecting learning effect of foreign language learning.In addition,reading is an important input and practice method in English learning,especially when it comes to language learning.102 students majoring in English at the Faculty of Foreign Languages of Chengdu University were investigated by using two scales,FLRAS and ERSS,based on the Individual Learner Differences and Affective filter hypothesis.This study uses the social science statistical tool SPSSPRO to process and analyze all the data,aiming to explore the degree of English reading anxiety and the relationship between reading anxiety and reading strategies in English reading.

A Case Study on Elementary CSL Learners' Reading Anxiety

This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners＇ reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas＇ （1994） data analysis procedures, Creswell＇s （2007） three steps, and Bogdon ＆ Biklen＇s （1992） data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keepitag reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.