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br /> 4.1 Quantitative data analysis of questionnaires.........22
4.2 Qualitative data analysis of interview.......27
4.3 Qualitative data analysis of the observation .........29
Chapter 5 Research Findings.......31
5.1 Sources of anxiety reflected in the research........31
5.2 Suggestions of reducing reading comprehension anxiety......42

Chapter 5 Research Findings

5.1 Sources of anxiety reflected in the research
Through the data analysis of the questionnaires feedback results, the researcher hasfound that the language-basis related questions like Question 1, 2, 6, 7, 8 have all receiveda relatively high mean-score ranging between 3.176536 and 4.283412 and in the process ofreading comprehension, students’ level of anxiety tend to reach a peak or sharply riseswhen they encounter new words or long complicated sentences. Therefore, a Lack ofadequate basic knowledge of English plays an important role in causing students’ Englishreading comprehension anxiety. Language knowledge refers to the knowledge ofpronunciation, vocabulary, phrases, semantic rules, grammatical rules and textual structure.Language is the carrier or medium of information, therefore a lack of language knowledgewill hinder the reading comprehension process. Due to the limited knowledge ofvocabulary, grammatical rules, students will develop the anxious emotion when they meetrelatively complicated and long reading comprehension material and obstacles arise. (Tan,2006) For most Chinese students, English as a foreign language creates more obstacles inthe process of reading comprehension activities. It is not quite possible for English learnersto proceed in English reading comprehension as smoothly as Chinese reading comprehension.
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Conclusion

Reading comprehension anxiety, by definition, refers to the nervous and upsettingemotional experience and the potential danger felt by English learners when they, throughrecognition and evaluation, predict or worry the difficulty which may interrupt or reducethe efficiency of the reading process and threaten the learners themselves or impair theirself-esteem during reading comprehension activities.(He, 2008) Anxiety can exert profoundinfluence on students’ grades, the learning motivation and initiative and enthusiasm,language communicating capacity, self-esteem and confidence. Moderate amount ofanxiety can facilitate and contribute to language acquisition. It helps learners concentrateon their current task and stay slightly nervous and concentrated on the learning tasks. Lackof anxiety can cause students lack the motivation and enterprising spirits to study. Thestudents do not act actively and responsibly to study and hold negative and passiveattitudes towards the language learning. Too much anxiety can lead the students to becomeover-nervous and over-panic. They tend to misbehave themselves more easily and feelextremely difficult to calm down and think logically under stressful circumstances. Thisdisordered and anxious mental state may significantly restrict the cognitive activities andcreate unnecessary obstacles in language performance like reading comprehension. Toolittle or too much anxiety is one factor that is responsible for the low grades and bad resultsin return will lead to students’ anxiety to rise and lose their confidence in language l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。