ABSTRACT:A number of learning variables are generally said to influence the success or failure of language learning. Among these, foreign language anxiety has often been cited as one of the most important affective variables. Numerous studies have consistently reported that language anxiety has the pervasive effects on the language-learning process, especially on listening, speaking aspects. In 1999, Satio, Garza and Horwitz designed Foreign Language Reading Anxiety Scale which is used specifically to measure the learners’ foreign language reading anxiety. They pointed out for the first time that foreign language reading anxiety is related to, but distinguishable from general foreign language anxiety, and that reading in a foreign language can be anxiety-provoking to some students, and foreign language reading anxiety varies according to the individuals and different writing system. Few studies have been conducted on English reading anxiety, especially on high school students’ foreign language reading anxiety, in our country. It is of theoretical and pedagogical importance to understand how anxiety reactions in reading affect learners of English as a foreign language in China. The present study is conducted to investigate the current overall situation of high school students’ English reading anxiety, and to find out the possible factors leading to English reading anxiety.
Keywords: high school students; English reading anxiety; reading comprehension; factors; correlation
摘要:外语学习中， 影响学习者成败的变量很多。其中，外语焦虑就是重要的情感变量之一。大量的研究一致表明，外语焦虑对语言学习的影响无处不在，特别是在听力，与口语方面。1999年,Satio,Garza和Horwitz专门设计出一份外语阅读焦虑量表,首次指出外语阅读焦虑和一般的外语焦虑既有联系又有区别。对某些学生而言,他们在外语阅读中会产生焦虑。外语阅读焦虑在不同的个体和不同的写作系统有不同的表现水平。在我国，关于外语阅读焦虑,特别是高中生外遇阅读焦虑的研究并不多。所以研究我国高中生的外语焦虑有着重要的理论意义和现实意义。本次研究主要是探讨和分析高中生英语阅读焦虑的情况，并试图找出引起英语阅读焦虑的一些因素。
关键词：高中生；英语阅读焦虑；阅读理解；因素；相关性
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