在語言學(xué)習(xí)中,閱讀能力是衡量掌握語言綜合能力的一項(xiàng)重要指征,提高閱讀能力對(duì)推進(jìn)外語教學(xué),尤其是閱讀教學(xué)課程有著極其重要的意義。然而,越來越多的學(xué)者發(fā)現(xiàn)在經(jīng)過大量的詞匯記憶和習(xí)題訓(xùn)練后,閱讀者的閱讀能力和成績并沒有顯著的提高,這不僅影響他們總體的英語成績,也打擊了學(xué)習(xí)英語的信心。隨著英語學(xué)習(xí)的深入,語言學(xué)家對(duì)影響閱讀的研究也越來越深入。因此,影響閱讀的因素也一直是學(xué)者關(guān)注的焦點(diǎn)。影響閱讀能力提高的因素很多,但其中情感因素和閱讀策略的影響受到眾多國內(nèi)外專家學(xué)習(xí)的重視。焦慮是影響學(xué)習(xí)者情感因素中最重要的因素之一,因此研究焦慮對(duì)高中生英語閱讀的影響就顯得尤為重要。本文以高中三年級(jí)學(xué)生為研究對(duì)象,借鑒和參考外語閱讀焦慮量表（FLRAS）展開調(diào)查研究,經(jīng)過SPSS對(duì)數(shù)據(jù)處理分析被試的英語閱讀焦慮情況與閱讀成績兩者之間的關(guān)系,兩者之間的相關(guān)性以及高、低焦慮組在英語閱讀成績的差異性情況。此外,在結(jié)合問卷的基礎(chǔ)上對(duì)學(xué)生和老師進(jìn)行訪談以彌補(bǔ)問卷的不足之處。訪談的結(jié)果表明,由于學(xué)生對(duì)閱讀策略的認(rèn)識(shí)、學(xué)習(xí)以及訓(xùn)練不足,導(dǎo)致了他們閱讀焦慮的產(chǎn)生。同時(shí),教師應(yīng)該思考如何緩解學(xué)生的閱讀焦慮,在平時(shí)的閱讀教學(xué)過程中對(duì)... 

【文章來源】：西安外國語大學(xué)陜西省

【文章頁數(shù)】：76 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER I INTRODUCTION
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Organization of the Research
CHAPTER II LITERRATURE REVIEW
    2.1 Reading Comprehension
        2.1.1 The Importance of Reading Comprehension
        2.1.2 The Present Situation of Reading Comprehension
    2.2 Anxiety
        2.2.1 Definition of Anxiety
        2.2.2 Classifications of Anxiety
            2.2.2.1 Trait Anxiety, State Anxiety and Situation-specific Anxiety
            2.2.2.2 Facilitating Anxiety and Debilitating Anxiety
    2.3 Foreign Language Anxiety
        2.3.1 Definitions of Foreign Language Anxiety
        2.3.2 Source of Foreign Language Anxiety
        2.3.3 Studies on Foreign Language Anxiety
    2.4 Foreign Language Reading Anxiety
        2.4.1 Definitions of FL Reading Anxiety
        2.4.2 Saito’s Theory on Foreign Language Reading Anxiety
        2.4.3 Sources of Foreign Language Reading Anxiety
        2.4.4 Previous Research on Foreign Language Reading Anxiety
    2.5 Theoretical Basis of the Study
        2.5.1 Humanistic Psychology
        2.5.2 Krashen’s Theories
Chapter Ⅲ METHODOLOGY
    3.1 Research Questions
    3.2 Participants
        3.2.1 Questionnaire Participants
        3.2.2 Interview Participants
    3.3 Variables
    3.4 Instruments
        3.4.1 English Reading Test
        3.4.2 Background Information of FLRAS
        3.4.3 Interview
    3.5 Research Procedures
    3.6 Data Collection
    3.7 Data Analysis
Chapter IV RESULTS AND DISCUSSION
    4.1 An Analysis of Reading Anxiety among Students
        4.1.1 Descriptive Analysis of FLRAS
        4.1.2 An Analysis of Reading Anxiety Differences between Students
        4.1.3 An Analysis of English Reading Achievement
        4.1.4 An Analysis of Correlation between Subjects’ Different Levels of Anxiety and Their Reading Achievement
        4.1.5 An Analysis of Relationship between English Reading Anxiety and Reading Achievement
    4.2 An Analysis of Results from Interview
        4.2.1 Results from Students’ Interview
        4.2.2 Results from Teachers’ Interview
CHAPTER V CONCLUSION
    5.1 Major Findings of Present Thesis
    5.2 Implications of the research
    5.3 Limitations and Suggestions for Further Research
        5.3.1 Limitations of the Study
        5.3.2 Suggestions for Further Researches
REFERENCES
Appendix I
Appendix II
Appendix III



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