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anxiety was firstly proposed by Horwitz et al.(1986): ‘a distinct complex of self-perceptions, beliefs, feelings, and behaviorsrelated to classroom language learning arising from the uniqueness of the languagelearning process’. However, some other scholars have also defined foreign languageanxiety according to their own understandings. For instance, MacIntyre andGardener(1994:284) defines foreign language anxiety as‘the feeling of uneasiness,worry, nervousness and apprehension experienced by non-native speakers whenlearning or using a second or foreign language and these feelings may stem from anysecond language context whether associated with the productive skills of speakingand writing, or the receptive skills of reading and listening’.
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Chapter Three Research methodology....18
3.1 Research Questions........ 19
3.2 Participants.....19
3.3 Instruments.....20
3.3.1 Foreign Language ReadingAnxiety Scale(FLRAS)....20
3.3.2 The Reading Parts of CET4 Test Papers...... 21
3.4 Research Procedures.......22
Chapter Four Results and Discussion......30
4.1 Results and Discussion ofArt Majors’FLRALevel......30
4.2 Results and Discussion ofArt Students’English Reading Proficiency..........37
Chapter Five Conclusion.......... 43
5.1 Major Findings.......43
5.2 Pedagogical Implications....... 44
5.3 Limitations of the Study.........45
5.4 Suggestions for Further Research...........46

Chapter Four Results and Discussion

This chapter is intended to answer the previous research questions put forwardin chapter three which includes the changes of art major’s foreign language readinganxiety and their reading proficiency. As all the data have been collected, the resultsof data analysis will be presented with the assistance of SPSS 17.0.

4.1 Results and Discussion ofArt Majors’FLRALevel

As mentioned in chapter 3, the foreign language reading anxiety scale was employed to test art students’ reading anxiety level. It includes 20 items which wasanalyzed on a five-point Likert scale. The total grades ranges from 20 to100. Thehigher the score is, the greater the students suffers from reading anxiety. In this part,the data of questionnaires collected from the two tests will be analyzed and theresults and discussion of data analysis will be presented in order to make surewhether TBLT is effective in alleviating college art majors’English reading anxiety.The pre-test of art students’ FLRA was conducted to ensure whether students’English reading anxiety both of the two parallel classes are at the similar level.Descriptive statistics of FLRA in Pre-test and independent samples t-test areemployed to analyze the results of pre-test on art students’ English reading anxiety.The following table 4.1 and table 4.2 display the results of the descriptive statisticsand independent samples t-test.

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Conclusion

The author has presented the introduction of the study which consists of thebackground, purpose, significance of the study and the structure of the thesis. Thenthe relevant literature review concerning TBLT and FLRA has been put forward inChapter Two. In order to find out the effectiveness of TBLT in alleviating artstudents’ English reading anxiety, the author has conducted a teaching experimentand introduced the research methodology in 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。