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ResearchonNon-EnglishMajors5EnglishReadingAnxietyAThesisPresentedto 非英语专业大学生英语阅读焦虑研究摘要：学习焦虑是一个心理学概念，属情绪范畴，指的是个体在学习过程中受到障碍的威胁，致使自尊心与自信心受挫，或失败感和内疚感增加，从而形成一种紧张不安，带有恐惧的情绪状态。近些年来，国内外学者对这一影响语言学习的情感因素做了不少研究，主要是对焦虑做出了定义，进行了分类，更重要的是还对焦虑与外语学习的关系及其对外语学习的影响，引起外语学习焦虑的原因以及克服焦虑的对策等进行了探讨和研究。本研究通过对100名二年级非英语专业大学生英语阅读焦虑情况进行问卷调查，将所得数据用SPSS11.5（社会科学统计软件包）进行分析，试图了解非英语专业大学生在英语阅读中是否存在焦虑现象，英语阅读焦虑是否存在性别差异以及英语阅读焦虑是否与学习成绩存在相关关系等问题。分析显示，非英语专业大学生在英语阅读中确实存在着不同程度的焦虑现象,且个体差异性较大；而且英语阅读焦虑存在着显著的性别差异；同时英语阅读焦虑与学习成绩存在着显著的负相关关系，即英语阅读焦虑感越重，学习成绩就越差。关键词：非英语专业大学生；阅读焦虑；性别差异；英语成绩 CONTENTS摘要iAbstractiiIntroduction11LiteratureReview21.1LanguageAnxiety21.1.1DefinitionofLanguageAnxiety31.1.2ClassificationofLanguageAnxiety41.2RelationshipbetweenLanguageAnxietyandAcademicPerformance61.3AnOverviewofSpecificAnxietyTypes61.3.1LanguageListeningAnxiety71.3.2LanguageSpeakingAnxiety71・3・3LanguageWritingAnxiety81.3.4LanguageReadingAnxiety81.4ResearchGapsandQuestions92ResearchMethodology92.1Subjects92.2Instrument102.3DataCollection102.4DataAnalysis113ResultsandDiscussion113.1GeneralSituationofNon-EnglishMajor'sFLRAS123」」SituationofOverallFLRAS133」.2SituationofDimensionsofFLRAS143.2GenderDifferenceinNon-EnglishMajor'sFLRAS153.2.1GenderDifferenceinOverallFLRAS153.2.2GenderDifferenceinEachItemofFLRAS173.3RelationshipbetweenNon-EnglishMajor'sFLRASandAcademicPerformance183.4Implications193.4.1ImplicationsforCollegeEnglishTeaching203.4.2ImplicationsforCollegeEnglishLearning21Conclusion21 Bibliography22Appendix大学英语学习调查问卷23Acknowledgements24 IntroductionSincethe1970s，researchfocusonsecondlanguageacquisitionhasshiftedfromteachers^teachingtostudents'learning(Johns,1991：85).Oneoftheimportantresearchareasisabouttheindividualdifferencethatcauseslearningoutcomedifferent(Ellis,1985:22).InChina,someeducationalresearchershavedonemanyresearchesonanxiety.Allinall,theytriedtorecognizeandknowChinesestudents5situationofanxiety,thereasonthatcausedanxietyandthecountermeasuresoftheproblem.Thepresentthesisaimsatdrawingaclearpictureaboutthenon-Englishmajors'Englishreadinganxiety.Byanalyzingdatacollected,theauthordescribesthestudents9generalEnglishreadinganxietybycalculatingthemeanandstandarddeviationofeachitem;thentheauthortriestoexplorethegenderdifferenceandthecorrelationbetweenthestudents*readinganxietyandtheiracademicperformance.Atthesametime,thisstudyhasacertaintheoreticalandpracticalsignificance.First,itcombinestheemotionalfactoroflearninganxietytostudents'Englishreadinglearninginordertoeffectivelyreduceandovercomeanxietyphenomenon,whichsuppliesanewresearchdirectionforthestudyofanxietyintheory;Second,thestudyregardstheindividualdifferenceofstudents5foreignlanguagelearningstudyandmakestheresearchfocustotheaspectofEnglishreadinglearning.Ononehand,studentscanrealizetheimportanceofanxiousemotionalfactortoforeignlanguagelearningandthenpayattentiontoit;Ontheotherhand,ithassomeimplicationstoteachers9foreignlanguageteachingespeciallytothereadingteachingwiththehelpofscientificinstrument.Thisthesisismadeupoffourparts.Part1reviewstheliteratureondefinitionandclassificationoflanguageanxietyandthecorrelationbetweenlanguageanxietyandacademicperformance.Part2describesthemethodologyadoptedinthestudy,whichincludestheparticipantsofthestudy,theresearchmethod,procedurefordatacollectionanddataanalysis.Part3presentstheresultsanddiscussionsofnon-Englishmajors'readinganxietyinthepresentstudy・Part4givesaconclusion,whichconsistsofthemainfindingsofpresentstudy,thelimitationsofthepresentstudyandalsothesuggestionsforthefuturedevelopment.1)LiteratureReviewInforeignlanguagelearning,numerouslearnervariablesaregenerallysaidtoinfluencethesuccessorfailureoflanguagelearning(e.g:L2motivation,learningstrategies,languageaptitude,etc.).Amongthese,foreignlanguageanxietyhasoftenbeencitedasoneofthemostimportantaffectivevariables.Mostofuswillhavehadtheexperiencethatinananxiety-provokingclimateourL2knowledgeoftendeteriorates:Weforgetthingsthatweotherwiseknowandalsomakesilly mistakes.Thepasttwodecadeshaswitnessedavirtualexplosionofresearchintothetopicofforeignlanguageanxiety,whichwillbedetailedexplainedinthischapte匚3.2.1LanguageAnxiety1>1>1DefinitionoflanguageAnxietyDefinitionofAnxietyAsaspecialpsychologicalphenomenon,manyscholarsmakedefinitionstoanxiety.ThemanwhoproposedthetheoryofanxietyearlierisSorenAabyeKierkegaard.Hethinksanxietyisthepsychologicalexperiencethatconsequentiallyexistedwhenpeoplefacechoices.Oncetheyformtheirownconsciousness,childrenwillhavethetendencyofindependenceandthewillingnessofchoosingtheirlivingroad.Anxietywillcomealongtoo.Youngthinksitisakindofpsychologicalstateorextrinsicmanifestedformofpeople'spsychologicalactivity,orthepsychologicalexhibitionthatpeoplecannotreachorachievetheirexpectedgoals・Arnoldpointedoutanxietyisanervousandfearfulemotionalstatethatformedbythefrustrationofself-esteemandself-confidenceandtheincreasingfeelingoffailureorguiltduetoindividuals'failtoachievetheirexpectedgoals.Ellisthinksanxietyisanunreasonablethinkandstressestheexperienceofanxietyiscloselyconnectedwithindividuals9falsecognitivevalue・MostscholarswouldagreewithArnoldandBrown's(1999:8)conclusionthatHAnxietyisqu让epossiblytheaffectivefactorthatmostpervasivelyobstructsthelearningprocess?ForthisreasonanxietyhasbeeninthelimelightofL2researchfordecades(Macintyre,1999:65;Arnold,1996:53)."Notonlyisitintuitivetomanypeoplethatanxietynegativelyinfluenceslanguagelearning,itislogicalbecauseanxietyhasbeenfoundtointerferewithmanytypesoflearningandhasbeenoneofthemosthighlyexaminedvariablesinallofpsychologyandeducation"(Horwitz,1986:103).However,uptonow,nodefinitionissosatisfactorythatnoonecancontest.DefinitionofLanguageAnxietyLanguageAnxietyistheinfluencesofanxietytoSecondLanguage(SL)orForeignLanguage(FL).Gardner&MacintyreregardlanguageanxietyasanexperiencedfearfulfeelingwhentheindividuallearnerisrequiredtousetheSLorFLthatisnotcommandedcompletelyincertaincircumstances.Thenextyeartheyredescribelanguageanxietyasanervousandfearfulfeelingthatindividuallearnershavespecialrelationshipwithsecondlanguagesituation,especiallythesecondlanguagebehavior.Ellis.Rdefinedlanguageanxietyasafearfulornervousmentalitythatcauseswhenstudentsrealizetheywillhavetousethelanguagetheylearnedtohavea"performance^.Thatistosay，itisarestlessornervousmindthatformswhenusingsecondlanguagetohaveacommunication.Oxfordpointedoutclearly,informalandinformallearningcircumstances;languageanxiety isalwaysinthefirstplaceastotheinfluencetoforeignlanguagestudy.Shepointedoutthatthereasonsforanxietyarelanguagecoursescore,leveltestingscore,oralandwritingexpressiontasks,self-confidenceandself-esteeminlanguagelearning.AsHorwitz(2001:87)summarized,languageanxietyturnedouttobearelativelyindependentfactor,displayingonlylowcorrelationswithgeneraltrait-anxiety.ThisindicatesthatthisfactorisnotmerelyatransferofanxietyfromanotherdomainsuchastestanxietyorcommunicationapprehensionbutisauniquelyL2-relatedvariable;asMacintyre(1999:27)definesit,languageanxietyinvolvestheMworryandnegativeemotionalreactionarousedwhenlearningorusingasecondlanguage11.Horwitzprovidedareviewofanimpressiveamountofliteraturethatconsistentlyevidencedthenegativeimpactoflanguageanxietyonlanguagecriterionmeasures.Sheacknowledged,however,thatoneparticularlineofresearch,bySparks,andtheircolleaguesontheLinguisticCodingDifferenceHypothesis,regardedlanguageanxietymerelyasaconsequenceofthestudent1cognitivedeficits,suggestingthereforethatanxietywasnotacoreconstructworthyofresearchbutamerebyproduct.ThisviewhasbeenstronglycontestedbyMacintyre(1995a:303)andHorwitz(2000:201).ClassificationofLanguageAnxietyGiventheimportanceandthehighprofileofanxiety,itissurprisinghowambiguoustheconceptualizationoftheconceptbecomeswhenwegobeyondthesurface,asmentionedabove;thereisanoveralluncertaintyaboutthebasiccategory:Isitamotivationalcomponent?Apersonalitytrait?Oranemotion?Furthermore,anxietyisusuallynotseenasaunitaryfactorbutacomplexmadeupofconstituentsthathavedifferentcharacteristics.Twoimportantanxietydistinctionsareusuallymentioned:Beneficial/facilitatingvs.inhibitory/debilitatinganxiety:Ithasbeenobservedthatanxietydoesnotnecessarilyinhibitperformancebutinsomecasescanactuallypromoteit"Worry,'whichisconsideredthecognitivecomponentofanxietyhasbeenshowntohaveanegativeimpactonperformance,whereastheaffectivecomponent,emotionality,doesnotnecessarilyhavedetrimentaleffects.Traitvs.stateanxiety:Traitanxietyreferstoastablepredispositiontobecomeanxiousinacross-sectionofsituations;stateanxietyisthetransient,moment-to-momentexperienceofanxietyasanemotionalreactiontothecurrentsituation.Thus,anxietyisacomplexconstructwithseveraldifferentfacets.However,asScovelandhisfriendsdescribes,incontrasttothismultifacetedview,non-specialiststendtoequateanxietysimplywithfearorphobia,andinlanguageteachingmethodologicaltextsthevariableisconsideredtobeanarchenemythatneedstobeeliminatedatallcost.3.2.1RelationshipbetweenLanguageAnxietyandAcademicPerformanceNumerousresearchstudieshaveconsistentlyyieldedmoderatenegativecorrelationsbetween foreignlanguageanxietyandforeignlanguageperformance,andthepervasiveeffectsthatanxietyhasonthelanguage-learningprocesshasfrequentlyreported.Inanimportantexperimentalstudyinvestigatingthecasualrelationshipbetweenanxietyandacademicperformance,MacintyreandGardner(1994:212)intentionallyarousedanxietyinlanguagelearnersbyintroducingavideocameraatvariouspointsinavocabularylearningtask.Seventy-onestudentsofFrenchwererandomlyassignedtooneoffourgroups,thefirstthreeexperiencingthe'cameracondition1atdifferentphasesoftaskcompletion(input,processing,andoutputstages),whilethefourthcontrolgroupwasnotexposedtothecamera.Significantincreasesinstateanxietywerereportedinthreegroupswhenthevideocamerawasintroduced,andconcomitantdeficitsinvocabularyacquisitionwereobserved.Thisdemonstratedconclusivelythatanxietyarousalcanplayacasualroleandleadtoperformancedeficitwhichimpliesthatlanguageanxietyisnotmerelyafunctionofpoorperformanceduetoinsufficientcognitiveskillsandabilities.ItisclearfromthereviewsofrelevantempiricalstudiesonSecondLanguageAcquisition(陈素红，2005:31;Gardner&Clement,1999:58)thatwhenanxietyisconceptualizedasasituatedL2-specificconstruct,ithasaconsistentlynegativebearingonL2performance.AsGardnerandMacintyre(1993:6)concluded,'Theresultofthesestudiesoflanguageanxietysuggestthatanxiousstudentswillhavelowerlevelsofverbalproduction...andwillbereluctanttoexpresspersonallyrelevantinformationinasecond-languageconversation9.However,theactualamountofimpactthevariableexertsalsodependsontheinterplaybetweenanxietyandotherfoctors-GregersenandHorwitz,forexample,establishedalinkbetweenlanguageanxietyandstudents'academicperfectionism,andinastudyalreadymentionedbriefly,Dewaelediscussedthecombinedeffectsofanxietyvariesaccordingtothesocialmilieu,withmulticulturalsettingspossiblyenhancingthecorrelatesoflanguageanxietyandgeneratingacomplexconstructthatcombineslanguageanxiety,self-perceptionsofL2proficiency,andattitudinal/motivationalcomponents.Clement'sconstructofself-confidenceisinaccordancewiththisconception.MacintyreandGardner(1991a:103),inacomprehensivereviewofthesestudies,conclude:Coveringseveralmeasuresofproficiency,inseveraldifferentsamples,andeveninsomewhatdifferentconceptualframeworks,ithasbeenshownthatanxietynegativelyaffectsacademicperformanceinthesecondlanguage.Insomecases,anxietyprovidessomeofthehighestsimplecorrelationsofattitudeswithachievement.Itshouldbenoted,however,thatnotallthestudiesintheirreviewproducedsignificantcorrelationsbetweenanxietyandachievement.Infact,studiesoflearneranxietyhaveoftenproducedevenmoremixedresults.Whatisneededtoaccountfortherolethatanxietyplaysinlanguagelearning,suchasthatproposedbyMacintyreandGardner(1991a:335)and summarizedinTable1.1Accordingtothismodel,therelationshipbetweenanxietyandlearningismoderatedbythelearners1stageofdevelopmentandbysituation-specificlearningexperiences.Themodelalsorecognizesthatpoorperformancecanbethecauseaswellastheresultsoftheanxiety,apointalsomadebySkehan.Tablet>1Amodeloftheroleofanxietyinlanguagelearning(basedonMacintyreandGardner1989a)StageTypeofanxietyEffectsoflearningBeginnerVerylittle—restrictedtostateanxietyNonePost-beginnerSituationanxietydevelopsiflearnerdevelopsnegativeexpectationsbasedonbadlearningexperiencesLearnerexpectstobenervousandperformspoorlyLaterPoorperformanceandcontinuedbadlearningexperiencesresultsinincreasinganxietyContinuedpoorperformanceanxiety1.3AnOverviewofSpecificAnxietyTypesSince1986,alotofresearchershavebeeninvolvedinthefieldofforeignlanguagelearninganxietyandthevariousstudyreachedanalmostunanimousconclusion:effectsofforeignlanguagelearninganxietyiswidespread,showingmoderatenegativecorrelation.Studyfurtherfoundthatintheprocessoflistening,speaking,writingandreading,anxietyexists.Theresearchersnotedthatforeignlanguagelearninganxietyisindifferentmanifestationsindifferentlanguageskills-LanguageListeningAnxietyAgreatnumberofstudentsfeelworriedorfrustratedwhenthelisteningtaskturnsouttobeabovetheirability.Whensomestudentsmissonewordinasentencetheymaygetuneasyandcantfollowthetapeanymore.Andalsowhentheyhearunfamiliartopicsordifferentdialectsandaccents,theymayfeeluncertainaboutwhattheyaregoingtohear.Thesethingsallarouseafeelingofanxietyinlisteningcomprehensionandtheresultsofitwillturnouttobeadisaste匚Themessageinlisteningcourseisprovidedthroughsound.Whenlearnershearaword,theyusuallyhavethreestepstounderstandthemeaningoftheword.Theyfirstlyhearthepronunciationoftheword,andthentrytorecallthespellingoftheword,andfinallytheycangetthemeaningoftheword.Ifsomeinformationismissed,whichbringslanguageanxietytothem,fortheycannotcatchsomenecessaryinformation.Speakersshouldmodestlyslowerthespeechspeedandspeakwithclearpronunciationuntillearnershavereachedhigherleveloflisteningskill. LanguageSpeakingAnxietyAmongthefourskillsoflanguagelearning——reading,writing,listeningandspeaking,readingisperhapstheeasiest,whilespeakingthemostdifficulttoacquire(Gardener&Clement,1999:287-307).Thatisbecausespeakingisanactiveskill,requiringstudentstocombinethewordsintosentenceswithoutpreparation,andnotimetorevise.Duringthisprocess,learnersshowtheirdifferences,somecandrawandorganizetheinformationintheirmindflexibly,andthenspeakitoutfluently;otherscan'torganizethewordstheywanttoexpressinareasonableandlogicalway,eventhoughtheyhavemasteredmuchknowledgeandareeagertoexpress・Oneoftheimportantreasonsisduetotheirpsychologicalcharacteristics.Peoplewhosufferfromcommunicationapprehensionaremorereluctanttoconverseorinteractwithothers;therefore,theytendtoavoidcommunicationorwithdrawfromitassoonaspossible.KochandTerrellfoundthatmorethanhalfoftheirsubjectsreportedoralskitsandoralpresentationsinfrontoftheclassasthemostanxiety-producingactivitiesandthatoralquizzesandbeingcalledontorespondorallywerealsoanxiety-producing.Studentsalsoreportfeelingoverwhelmedandanxiouswhenspeakingperhapsduetoalimitedvocabularyorlimitedgrammaticalknowledge.Onefrequentlycitedanxiety-provokingfactorintheinterviewswithstudentswassimplybeingcalledoninclass,whetherpreparedornot.LanguageWritingAnxietyMostlearnershaveenoughvocabularytoexpresstheirideas,feelingorothers,butwhilewriting,itwilltakethemalongtimetochoosewhichwordsaremostsuitable.Itismainlybecausetheyonlyknowthegeneralmeaningsofwordsbuttheydon'tknowtheexactmeaningsofwordsindifferentcontexts.Forexample,synonymshavesimilarmeaning,butusagesofthemmaydifferentinparticularsituation.Usingnotexactlycorrectwordsometimesresultsindifferentsenses,whichwillalsocauseanxiety.LanguageReadingAnxietyReadinghasbeenplayinganimportantroleinlearningaforeignlanguageallthetime.Readingisasortofactivethoughtprocessthroughtheuseofthereaders5linguisticknowledgeandbackgroundknowledgeonreadingmaterials.Anxiouslearnersfeelnervouswhentheyarenotfamiliarwiththetopictheyarereading,orwhenencounterunknowngrammaritemsorwords.It'ssaidthattwoaspectsoflanguagereadingwouldseemtohavegreatpotentialforelicitinganxiety:nunfamiliarscriptsandwritingsystemsandunfamiliarculturalmaterial”.Astothefirstaspect,fewoflearnershavegoodhabitofreadingsentencebysentence.Mostofthemreadoneparagraphwordbyword・Theyexpecttoknoweveryword.Sowhenencounteringunfamiliarwords,theyfeelanxious.Eventhoughtheyknoweverywordandcan catcheveryword'smeaning,unfamiliargrammaritemswillusuallyblockthemtogetsenseandtruetoneoftheparagraph・Ifstudentsdothisway,theyarepronetoexperienceanxiety.Tosumup,languageanxietyplaysanimportantroleinlanguagelearning・Effectsoflanguageanxietymentionedhereareallnegativeeffects,becauselanguageanxietycausesmuchmorenegativeeffectsthanpositiveones.Alllearnersshouldpaymoreattentiontolanguageanxietyonlanguagelearning,realizeitssourcesanddisadvantagesandadoptcertainstrategiestoreducelanguageanxietyinordertomakehighqualityoflanguageachievement.L4ResearchGapsandResearchQuestionsItisobviousthattheresultsandfindingsgotfromtheresearchonforeignlanguagelearninganxietyarefruitfulandenlightening,Horwitz(2001:405)pointedoutthatthespecificsourceofanxietyandanxietyofdifferentlevelshavebecomethe21stcentury,newtrendsinforeignlanguageanxietyresearch.Recallingthevariousresearchesinthepast,itiseasytofindthatthespecificanxietytypesaregreatlyignored.SinceEnglishlearningisarathercomplexprocess,itisnecessarytoexplorethelearninganxietyinthespecificaspects(listeninganxiety,writinganxietyandspeakinganxiety,etc.).Asweallknow,inthepresentCET,readingcomprehensiontakesupalargeproportion,whichdisplaysthecomparativeimportanceofthereadingskill.Underthisbackground,thepresentstudyintendstodosomeresearchabouttheforeignlanguagereadinganxietywiththepurposetoexplorethequestionsbelow:Whetherthereisanxietyphenomenonamongnon-Englishmajors?Whetherthereisgenderdifferencebetweennon-Englishmajorsinreadinganxiety?Whetherthereiscorrelationbetweennon-Englishmajors9readinganxietyandstudents9academicperformance?1)ResearchMethodologiesInthispart,themethodologyusedinthisresearchiselaborated.Afterintroducingsubjects,instrumentusedinthisstudyisdescribed.Eventually,researchprocedures,datacollectionandanalysiswillbeexplainedindetails.3.2.1SubjectsByusingrandomclustersampling,atotalof100sophomores,whoarelearnersofEnglishasforeignlanguagefromHezeUniversitywereselectedtoparticipateinthequestionnairesurveyofpresentstudy・Amongthem,41weremalesand59werefemales,andallofthemwerenon-Englishmajors.3.2.1InstrumentTheinstrumentofthepresentstudyisaquestionnairethatincludestwoparts.Thefirstpartisaboutpersonalinformation,whichinvolvestheparticipants1genderandacademicperformance. ParttwoistheChineseversionofForeignLanguageReadingAnxietyScale.ThisscalewasadoptedfromSaito'sscaleofForeignLanguageReadingAnxiety(Horwitz,1999:336).InSaito'sscale,atotalof20itemswerepresented,allofwhichreferredtothestudents'feelingsinEnglishreading.Studentswereaskedtoindicateona5-pointLikertscale,rangingfrom"totallydisagree^to"totallyagree5'withtheoreticalrangefrom20to100.Thehigherscorethesubjectgotthemoreserioushisreadinganxietyis.Thescaleshowsaninternalconsistencycoefficientof・85,whichindicatesthatthescaleisreliabletosurveynon-Englishmajors'readinganxiety・3.2.1DataCollectionOneweekbeforeformaladministration,theauthorhadgotintouchwiththeEnglishteachersoftheparticipants,explainingtheresearchpurpose,significance,requirements,specificstepsandsoon.ThequestionnairewasdistributedtotheparticipantsonMarch27withtheassistanceoftheirEnglishteachersduringtheirEnglishclasses.Allparticipantsreceiveduniforminstructionsastohowtofilloutthequestionnaireinordertominimizeconfusionandtheyweretoldthatthequestionnairewereusedonlytoinvestigatetheirtruesituationofreadinganxietyandthereisnorightorwrongresponse,sotheyweresupposedtocompletethequestionnaireascarefullyandhonestlyaspossible.Generallyspeaking,therewerenoproblemsofunderstandingandallthe79questionnaireswerecollectedwithin20minutes.3.2.1DataAnalysisAlthoughthereare100participants,someoftheirquestionnairesareinvalid.Byeliminatingincompleteansweredquestionnaires,thereare79validsubjectsfinally.ThenallthedataobtainedwereenteredintocomputerandhandedwithSPSS11.5.Finally,thevalueforoverallFLRASwasobtainedbyaddingeachitemup.Thehigherthetotalvalueis,themoreseriousthereadinganxietyis.Intheprocessofdataanalysis,first,descriptivestatisticswasusedtolearntherealsituationofthenon-Englishmajors9readinganxiety.AndthenPearsonCorrelationanalysisandindependent-samplesT-testwereperformedtoexplorethecorrelationbetweenreadinganxietyandtheacademicperformanceandthegenderdifference.2)ResultsandDiscussionThischapterpresentstheresultsanddiscussionofthreeresearchquestionsinthepresentstudybyanalyzingthedatacollectedfromquestionnairesurvey,InSection3.1,thegeneralsituationofnon-Englishmajor'sforeignlanguagereadinganxietywillbeshown.Next,Section3.2willexplorethegenderdifferenceinnon-Englishmajorsforeignlanguagereadinganxietyandlastbutnotleast,Section3.3analysestheresultsanddiscussionontherelationshipbetweennon-Englishmajor'sforeignlanguagereadinganxietyandacademicperformance・ 3.2.1GeneralSituationofNon-EnglishMajor'sFLRASInordertodealwiththefirstresearchquestionofpresentstudythatwhatisthegeneralsituationaboutthenon-EnglishmajorsanxietyinEnglishreading,descriptiveanalysiswasperformedinthissection.1)SituationofOverallFLRASTheresultsgotfromdescriptiveanalysisofoverallFLRASwasreportedinTable3」,fromwhichwecanlearnthegeneralsituationofnon-EnglishmajorsanxietyinEnglishreading・Table3.1DescriptiveDataofOverallFLRASNMeanStd・DeviationMinimumMaximum7959.2411.7182288AsstatedinChapterthreeahigherscoreontheFLRASsignifiesahigheranxietyinEnglishreading・AsshownintheTable4」,inthepresentstudy,theFLRASscoresforthewholesamplesrangefrom22to88withameanof74.71,whichindicatesthatmostoftheNon-EnglishmajorshavegreatanxietyinEnglishreading.Inaddition,thestd.Deviationofll.718showsthatthereissignificantindividualdifferenceinNon-Englishmajors9Englishreadinganxiety.Itiseasytoexplainfortodifferentlanguagelearners,theirlearningmotivation,languageaptitudeandpersonalityaretotallydifferent,whichresultsinthenaturalvarietyinreadinganxiety.1)SituationofDimensionsofFLRASObviously,thestatisticsabovegaveusabriefoverviewofnon-EnglishmajorsanxietyinEnglishreading.However,inordertogetmorespecificinformationeachitemofthescaleshouldbeexplorednext.TherelateddescriptivedataareshowninTable3.2.Table3.2DescriptiveDataofEachItemItemMeanStd.DeviationItemMeanStd.Deviation13.371.100112.841.81823.481.108122.991.11533.151.178133」21.03242.751.214141.991.01952.801.042152.781.11762.721.132162.661.31072.651.121172.921.31882.561.071183.84.99392.431.094193.101.069103.351.110203.801.018 AsshowninTable3.2,thefiveitemsinwhichthesamplesgotthecomparativelyhighscoreareitem18,20,2,1,and10,andthefivecomparativelylowscorescomefromitem14,9,&7,and16.Andtobemorespecific,amongtheseitems,thehighestoneisitem18(M=3.84)andthelowestoneisitem14(M=1.99).AstotheItem18,theresultsshowsthatstudentsarequiteagreewiththeexpressionthatTamnotsatisfiedwithmycurrentEnglishreadingability：Fromthisexpression,wecanfindthatmoststudentsstilllackofconfidenceintheirEnglishreadingabilitiesandmaybetheirreadingskillhasnotbeenqualified.Therefore,insufficientreadingabilityandlearningconfidencemaybetheimportantsourceofreadinganxiety.Ontheotherhand,studentsdonotsupporttheviewofitem14thatTfeelitisnotsodifficultoncereadingEnglisharticlesbecomesahabit"verymuch.Theresponsetotheitem14showsthatevenifthelearnershavegotintothehabitofdailyEnglishreading,theystillfindthatreadingisfarmoredifficulttoovercome.TheresultsimplythatmostoftheEnglishlearnershavenoeffectivereadingskillsorstrategieswhichcanrelievetheirreadinganxietytosomeextent.Wecanconcludeseveralbasicelementsinagoodreadingfromtheresearch.Onewithasmallvocabularywillfinditverydifficultinreadingcomprehension.Somestudentssaytheyjustcan^tremembersomanywords.Sovocabularyisabigproblem.Agoodreadershoulddevelopacorrectmethodofreading.Thatis,totrainhimselftoreadattentively(nottoreadback)andsilently(nottoreadaloud),sentencebysentence,notwordbyword.Whenevermeetinganewword,trytoguessthemeaningfromthecontext.Consultingthedictionaryfromtimetotimenotonlyaffectsone'sreadingspeedandthecomprehensionofthereadingmaterial,butalsowillgetthereaderfrustrated・3.2.1GenderDifferenceinNon-EnglishMajorsFLRASForthesakeofexploringthesecondquestioninthepresentstudythatwhetherthereisgenderdifferenceinnon-Englishmajor'sFLRAS,bothdescriptiveanalysisandindependentsamplesT-Testareusedinthispart.3.2.1GenderDifferenceinOverallFLRASTheresultgotfi^omdescriptiveanalysisandIndependentSampleT-TestofoverallFLRASwerereportedinTable3.3,fromwhichwecanlearnwhetherthereisgenderdifferenceinEnglishreadinganxiety.AsshowninTable3.3,themeanscoreofoverallFLRAS,malesamplesgotisalittlehigherthanthatoffemaleones.Itindicatesthatmalenon-Englishmajorsanxietyinreadingiscomparativelyhigherthantheircounterparts.However,sincethepvaluegotintheindependentSampleT-Testis464(>.05),itsuggeststhatthere'snosignificantgenderdifferenceinnon-Englishmajor'sanxietyinEnglishreading. Table3.3DescriptiveStatisticsandIndependentSampleT-lestforGenderinFLRASItemGenderMeanStd.Deviationdf.tP1-20Male60.452.38977.736.464Female58.461.5368Male2.871.118772.142.035Female-2.351.0009Male2.741.094772.077.041Female2.231.057GenderDifferenceinEachItemofFLRASAlthoughthefindingsinTable3.3suggeststhatthereisnogenderdifferenceinnon-Englishmajor'sreadinganxiety,itdoesn'tequaltotherebeingnogenderdifferenceineachitemofFLRAS.TheresultsinTable3.3alsoshowthatamongthe20itemsofFLRAS,twoitems(item8and9)showsignificantgenderdifferencebetweenmaleandfemalenon-Englishmajors.FirstlyItem8(t=2J42,p=.035<0.05)isthat“IfeelpuzzledifIencounterunknownwordswhenreadingEnglishmaterialsAsweallknow,vocabularyisthebasicandalsoessentialpartinEnglishlearning,whilethecountlessamountandthelonglearningprocessarealsopainful-Inthereadingpractice,findingoutnewwordsareverycommon.Inordertocopewiththiskindofsituation,readingskill,likeguessingthenewwordsfromvariouscluesnthetext,becomesmoreimportant.Theresultsreceivedinthepresentstudysuggestthatfemalelearnersdomuchbetterthantheircounterpartsinthisaspect・Secondly,Item9wasdescribedthatwhenreadingEnglisharticles,Itranslatethetextonewordbyonewordatlast：Theresults(t=2.077,p=.041<0.05)reflectsthattosomeEnglishlearners,theirlowreadingabilityispartlyduetotheirpoorunderstandingoftheEnglishtext.Theycutdowntherelationshipamongthewordsandbelievethatthesimpleconnectionofthesinglewordmeaningcanconstitutethemainideaofcomplexparagraph・Butwhentheyfindthatdoesn'twork,readinganxietycomestothemquickly.Tothemalelearners,theissuetalkedaboutaboveismuchmoreserious.Therefore,thedevelopmentofforeignlanguageunderstandingabilityisimportanttorelievereadinganxiety.3.2.1RelationshipbetweenNon-EnglishMajorsFLRASandAcademicPerformanceThethirdresearchquestioninthepresentstudyaimstoexploretherelationshipbetweennon-Englishmajor5sFLRASandacademicperformance.Inordertodealwiththisissue,PearsonCorrelationAnalysiswasusedinthispart,theresultsofwhichweredisplayedinTable3.4. AsisshowninTable3.4,there'ssignificantnegativecorrelationbetweenFLRASandacademicperformance.Thatistosay,thehighertheanxietyinreadingEnglishmaterialsnon-Englishmajorshave,thepoorertheiracademicperformanceis.Inotherwords,learner'sreadinganxietyhasnegativeimpactontheirachievement.Therefore,readinganxietyisveryimportanttostudentstohaveagoodperformanceintheirEnglishreadingprocess.Onlythosewhocandealreadinganxietywellorevenwithnoanxietycandowellintheirreadingperformanceinfuture.Table3.4CorrelationbetweenFLRASandAcademicPerformanceTotal347121718PearsonCorrelation-.269*-.291*-3.55**-.294*-.325*-.290*-.269*AcademicPerformanceSig.(2-tailed).041.027.006.025.013.027.041Note:*Correlationissignificantatthe0.05level(2-tailed)**Correlationissignificantatthe0.01level(2-tailed)Item3,4,and7indicatethatstudentsarenotconfidenttotheirEnglishreading.Whentheyfacealongpieceofarticleorwhentheyencounternewwordstheyfeelpuzzledanddonotknowwhattodo.Item12,17,18reflectstudentshavenoproperreadingtechniques.Theyusuallyuseimpropermethodstoread.Readinghasbeenplayinganimportantroleinlearningaforeignlanguageallthetime.Readingisasortofactivethoughtprocessthroughtheuseofthereaders9linguisticknowledgeandbackgroundknowledgeonreadingmaterials.Anxiouslearnersfeelnervouswhentheyarenotfamiliarwiththetopictheyarereading,orwhenencounterunknowngrammaritemsorwords.It'ssaidthattwoaspectsoflanguagereadingwouldseemtohavegreatpotentialforelicitinganxiety:"unfamiliarscriptsandwritingsystemsandunfamiliarculturalmaterial”.Astothefirstaspect,fewoflearnershavegoodhabitofreadingsentencebysentence.Mostofthemreadoneparagraphwordbyword.Theyexpecttoknoweveryword.Sowhenencounteringunfamiliarwords,theyfeelanxious.Eventhoughtheyknoweverywordandcancatcheveryword'smeaning,unfamiliargrammaritemswillusuallyblockthemtogetsenseandtruetoneoftheparagraph.Ifstudentsdothisway,theyarepronetoexperienceanxiety.Somestudentshavenoself-confidenceinreading.Beforereading,theyfearthattheycannotunderstandthepassage.Whentheymeetwithnewwords,theywillfeelsonervousastolosethecouragetogoonreadingit.ThesestudentsaredefeatednotbytheirweaknessinEnglishbutbytheirlackofconfidence. Weknowthatpeoplereadtogetinformationortolearnandabsorbortoenjoythemselves.So,whenyouarereading,thereisnoneedtofeelanypressure.Justtrytogettheinformationyouneedorenjoyyourself・Butthisisnotenough・Agoodreadershouldalsotrytocommunicatewiththeauthoractively.Trytoguesstheauthor^realmeaningbetweenthelinesanddon'tforceyourownthoughtsupontheauthor^.Eveniftherearesomenewwords,thatdoesn'tmattermuch・Youdon9thavetoknowtheexactmeaningofeverynewwordJusttrytoguessthewonfsmeaningfromthecontext.Tosumup,languageanxietyplaysanimportantroleinlanguagelearning.Effectsoflanguageanxietymentionedhereareallnegativeeffects,becauselanguageanxietycausesmuchmorenegativeeffectsthanpositiveones.Alllearnersshouldpaymoreattentiontolanguageanxietyonlanguagelearning,realizeitssourcesanddisadvantagesandadoptcertainstrategiestoreducelanguageanxietyinordertomakehighqualityoflanguageachievement.3.2.1ImplicationsThefindingsofthisstudymaycontributetoprovidingsomeusefulandpracticalimplicationsforbothcollegeEnglishteachersandlearners,whichwillbesummarizedasbelow・341ImplicationsforCollegeEnglishTeachingBasedonthefindingsobtainedinthepresentstudy,somepiecesofadvicecanbetakentoimprovecollegeEnglishteaching・Enhancingstudents'senseofbelongingFromthepsychologicalpointofview,everyonehasthebasicdemandofbelongingtoaparticulargroup.Lackingasenseofbelonging,itiseasyforstudentstohaveasenseofinferiority,andthenlanguageanxietyandthelossofenthusiasminlearningwillcomealong.Inthelanguagelearningclassroom,teachersshouldproposestudentstojoinintheappropriatemodeofgroupinteractionlearningaccordingtotheactuallearningcontent,e.g・thewholeclassgroupactivities,peeractivities,groupactivities(groupwork).Atthesametime,studentsshouldbeencouragedtoparticipateinthegroupinteractionactivitiestoactivelynottolistenpassively.Inteachingarrangement,asanorganizer,teachershouldmeetstudents'psychologicaldemandsthattheywererecognizedandacceptedasfaraspossible.Forexample,teachercandesignsomemutualactivitiesthatareclosetostudentssoastodevelopstudents'spiritsofcooperationandpositiveinterdependence.What'smore,inactivities,itisnecessarytoguidethemtohave consciousnessofrespecttomembersoftheirownaswellastheothers',tolearntolistentootherscarefullyandthengiverespondtothemsothateachstudenttofeelEncouragementandattentionfromothers,thusamorepositiveattitudetowardsintegrationTogroupactivities,topromotesecondlanguageacquisition・CreatingademocraticandharmoniousteachingsituationPursuinghappinessandavoidingsufferingisanormalpsychologicalresponseofeachperson.Thetraditionalcrammingandexamination-basedteachingmadepupilsboredeasily.Psychologicalresearchalsoshowsthatwhenthehumanbrainisinapositivestate,learningismosteffective.Therefore,whenarrangingteachingactivities,teachershouldfollowtheHprincipleofmusicschoolHtocreateahappyandpositivecircumstancesforstudents.Forexample,humorousstories,interestinganecdotescanbebroughtintoteachingsostudents^interesttodesignactivitiescanbearousedaccordingly.Inaddition,teachersshouldfirstmakecleartheirpositionandcomeofftheirperchandthenparticipateinclassroomactivitiesinanequalroletostudents.Teachersoughttotrytheirbesttobecomeamemberofstudentactivities.Duringinteractivediscussionwithstudents,teacherscanusethemulti-useHvalidquestions11toencouragestudentstodivergentstyleofthinking,ifnecessary,personalexperiencemaybeintegratedintoteachingsoastoreducestudents9senseoffeartoteachersandnarrowthedistancebetweenteachersandstudents.Butteachersshouldalsoencouragestudentstoaskquestionsfromtimetotime.OnlyinaharmoniousatmosphereofteachingstudentscanfeelrelaxedandlearnEnglishinacheerfulstateofmind.FocusingoncreativityandinnovativethinkingEveryonehasthewillofself-realization,itisthisdesirethatmakesthemtoworkwithperseveranceandultimatelyprovetheirvalueoflifeinthecreationoftheexhibitionCurrentstyle.Intheteachingactivities,teacherscanestablishataskthatisflexibleenoughforstudents,orsimplyforstudentstohaveaself-OKproposition;andtrytocreateafreespaceandsafeenvironmentasfaraspossiblesoastocarryoutinteractionbetweenteachersandstudentsandstudentsthemselves.Thereforetheycanmaximizetheirknowledgeandcompletetheconversionfromoutsidetoinside;atthesametime,teachersmustkeepinmindthattheyshouldassessandevaluatestudents9Innovativeinanencouragingandappreciatingattitude.3A.2ImplicationsforCollegeEnglishLearningSincelanguageanxietyplaysanimportantroleinlanguagelearningandeffectsoflanguageanxietyarenegative,alllearnersshouldpaymoreattentiontolanguageanxietyonlanguagelearning,realizeitssourcesanddisadvantagesandadoptcertainstrategiesasfollowstoreducelanguageanxietyinordertomakehighqualityoflanguageachievement. BuildingupyourvocabularyOnewithasmallvocabularywillfinditverydifficultinreadingcomprehension.Somestudentssaytheyjustcarftremembersomanywords.Sosomemethodstorememberwordsisalsonecessarytoknow.First,learnaboutwordformation.Youcanenlargeyourvocabularybyusingtherulesofwordformation,suchasprefix,suffix,conversion,andsoon.Forexample,whenyouknowtheword“courage",“encourage,discourage,courageous^willnotbenewtoyou.Second,collectthenewwordsyouoftenmeetinreading・Thisdoesiftmeanencouragingyoutoconsultthedictionarywheneveryoumetanewwordinreading.Theappropriatewayistotrytoguessthewoixfsmeaningfromcontextclues,fromthewordsaroundit,andthenyouwillgraduallyknowtheclearmeaningofthewordaftermeetingitoften.Andnow,ifyoulookitupinthedictionary,youwillhaveagoodmemoryofit.Third,learnacertainnumberofnewwordsbyhearteveryday.Youngstudentshavegoodmemories-Itispossibleforyoutomemorizesomewordseverydaywithoutmuchdifficulty.Youcanaskyourteachertochoosesomewordsforyou.Thisisveryhelpful.Whenyoumeetthesewordsinyourreading,youwillfeeleasy,“Aha，Fveknowntheirmeanings.”Youwillfeelconfidentandmoreinterestedinreading.CultivatingagoodhabitofreadingIfyouarereadingformeaning,trytoreadfast.Somestudentsreadveryslowly.TheythinkthatreadingslowlyhelpsthemunderstandbetterThatisnotright.Asamatteroffact,thefasteryouread,thebetteryouunderstand.Theexpression"hastemakeswaste"doesnotapplytoreading.Remember,nothinghurtsconcentrationmorethanreadingtooslowly.Yourmindwillkeepupwithyourreadingspeedifyouaskitto.Byalwaysreadingatyourtopspeed,youchallengeyourunderstandingandmakeiteasierforyourmindtoconcentrateonthematerial.Ontheotherhand,inordertoimproveyourreadingaccuracy,youshouldalsoadoptvariousreadingskills,suchasscanning,skimmingsummarizingmainideaandsoon,whichisalsohelpfultobuildupyourreadingconfidence-BeingconfidentandactiveinreadingSomestudentshavenoself-confidenceinreading・Beforereading,theyfearthattheycannotunderstandthepassage.Whentheymeetwithnewwords,theywillfeelsonervousastolosethecouragetogoonreadingit.ThesestudentsaredefeatednotbytheirweaknessinEnglishbutbytheirlackofconfidence.Soinordertorelievethereadinganxiety,thelearnersshouldbelievetheirlanguageabilityfirst,inwhichtheself-encouragementisgreatlyneeded・ConclusionBasedonresearchresultsanddiscussions,conclusionsaredrownasfollows: Thenon-EnglishmajorshavecomparativelyhighlanguageanxietyintheirEnglishreadingandthegreatindividualdifferencecannotbeignored.TherefssignificantgenderdifferenceinEnglishreadinganxietyamongnon-Englishmajors,andmalereadershavemorereadinganxietythantheircounterparts.Thereissignificantnegativecorrelationbetweenreadinganxietyandacademicperformance,tobemorespecific,thestrongerthesenseofreadinganxiety,theworsetheacademicperformanceis.ThoughalotoffindingsaboutEnglishreadinganxietyweregotinthepresentstudy,ithassomelimitations.Firstly,theparticipantsinthisquestionnairesurveycomesfromonlyoneuniversityandthatcouldnotcoverdifferentlevelsofstudentsinChina,whichmayhavesomenegativeeffectsontheinvestigationresults.Secondly,problemexistsinthevalidityofthequestionnaire.Thirdly,themethodusedtoinvestigateFLRASinvolvesstructuredquestionnaireonly.Ifitwerecombinedwithstructuredinterviews,thestudywouldbemorecomprehensive.Allinall,thepresentresearchhasshedsomelightsonEnglishreading,whichcanbehelpfultobothEnglishreading'steachingandlearning.EnglishreadingteachingandlearningisanongoingprocessandEnglishreadinganxietydeservesmoreattentionandfurtherresearchinthefuture・BibliographyArnold,C・ReadingSkillsinaForeignLanguage[M].Oxford:MacmillanEducation,1996・Ellis,R.UnderstandingSecondLanguageAcquisition[M].Oxford:OxfordUniversityPress,1985・Gardener&Clement,E・CultureinSecondLanguageTeachingandLeaining[MJ.Cambridge:CambridgeUniversityPress,1999・Horwitz,E.K.ForeignLanguageClassroomAnxiety[M].Cambridge:CambridgeUniversityPress,1986.Johns,Ann.TeachingEnglishasaSecondorForeignLanguage[J].1991(4):53-65.MacIntyre,P.&Gardner,R・TheSubtleEffectsofLanguageAnxietyonCognitiveProcessingintheSecondLanguage[JJ.1970(2):125-132.奥马利.第二语言习得的学习策略[M].上海：上海外语出版社，2001.陈索红.英语阅读焦虑及与英语成绩的关系初探[J].烟台师范学院学报(哲学社会科学版)，2005(4):31-42.邓欢.论英语阅读教学中焦虑情绪的调节[J].西南交通大学学报(社会科学版),2003(3):25-43.冯安华.浅谈英语阅读焦虑[J].中国校外教育理论，2007(10):32-36.何爱红.英语阅读焦虑影响阅读成绩的调査与原因分析[J].重庆职业技术学院学报,2008(17):63-68. 黄冬梅.外语阅读焦虑与英语成绩的相关性研究[J].湖北教育学院学报,2006(11):87-91.邱明明.中国大学生英语阅读焦虑感研究[J].西安外国语大学学报,2007(15):24-38.石运章，刘振前.外语阅读焦虑•英语成绩及性别的关系[J].解放军外国语学院学报，2006(2):73-87.杨晓健.非英语专业大学牛阅读焦虑状况调查与研究[J]・金陵科技学院学报(社会科学版),2007(3):55-75. Appendix大学生英语阅读焦虑调査问卷各位同学，您们好！本调查的目的是了解您在英语学习过程中的感受。所有答案无对错之分，最关键是要如实反映你门己的真实感受和想法。所有数据仅供研究使用，我们保证对您的所有信息保密！非常感谢！英语成绩:性别:1-20题调查你阅读英语时的感受。请您根据右边阿拉伯数字代表的意思，选择其中-个最符合实际悄况的答案，并用圆珠笔或钢笔在此数字上打勾。1二完全不同意2=不同意3=不同意也不反对4二同意二非常同意1.当我不确定口己是否了解所阅读的英文时，我就觉得很苦恼。2•阅读英文时，我常常懂得词的意思，但还是不太了解作者在说什么。3•阅读英文时，我总是感到怵「惑，以致记不住所读的内容。4.每当我看到一整页的英文岀现在我面前，我就觉得害怕。5•读一篇英文时，如果我对所谈论的主题不熟悉，我就变得焦虑、不安。6•阅读英文时，一碰到不了解的语法，我就觉得很苦恼。7•阅读英文时，如果我不认得每一个生字，我就变得很紧张、困惑。r-&阅读英文时，如杲碰到不会念的字，我就觉得很困扰。9•阅读英文时，我最后都是变成在逐字翻译（一个字一个字地译成中文）。10.当我掠过奇怪的英文字母后，我很难记得自己到底在读什么。11•我很担心，为了要阅读英文，必须学这么多新的英文字母。12•阅读英文，对我来说是一件乐事。13.当我在阅读英文时，我对口己的阅读能力非常有自信。14.我觉得阅读英文一旦成为习惯，就不会觉得很难。15.学英文最难的部分就是阅读。16•如杲只需学习讲英文，而不必学习阅读英文，那该多好。17•我并不在意读英文给自己听，但如果要我大声朗诵英文，我就觉得很不自在。 18.我很满意我口前的英文阅读能力。19•与英语有关的文化、观念、和想法，对我而言，好象很陌生.20.为了能阅读英文，我们必须知道许多有关英语的历史和文化。 23
