英语论文网

s “a distinct complex of self-perceptions, beliefs, feelings and behaviorsrelated to classroom language learning arising from uniqueness of the languagelearning process” (Horwitz & Cope, 1986:128). As for measuring FL anxiety, Horwitz(1986) designed the Foreign Language Classroom Anxiety Scale (FLCAS) whichbecame the standard measurement of language anxiety. His later study providedtheoretical and empirical perspectives on FL anxiety as well as practical advice ondecreasing anxiety in language instruction.
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Chapter 3 Research Design.........24
3.1 Research questions .........24
3.2 Research subjects ...........24
3.3 Research instrument .......25
3.4 Research procedure ........26
Chapter 4 Results and Analysis ........28
4.1 Reliability analysis .........28
4.2 Data analysis..........29
Chapter 5 Discussion ......40
5.1 Discussion of students’ foreign language reading anxiety ...........40
5.2 Discussion of English reading achievement on different....41
5.3 Discussion of the mediating effect of foreign language reading anxiety ........43

Chapter 5 Discussion

This Chapter will make a tentative discussion on the results shown in Chapterfour. The results of the present study may be slightly similar to but different fromsome given studies (Zhang Sumin and Wang Guiping, 2006; Chang Haichao, 2012;Huang Xueping, 2014). Based on the results and the discussion, some suggestions areput forward for the teaching and learning of English reading in high schools.

5.1 Discussion of students’ foreign language reading anxiety on different tolerance of ambiguity levels

Through the ANOVA analysis of the first research question, it can be found thatTOA influences FL reading anxiety significantly, and the former is a strong predictorto the latter. The result of the first question conforms to the given studies (Johnson,2003; Reid 2002; Zhang Sumin, 2006; Hung Xueping, 2014) which agreed that TOAhad a negative correlation with FL reading anxiety in second language learning. Thatis, the higher TOA is, the lower FL reading anxiety is. The influence of TOA on FLreading anxiety can be discussed from the following two aspects:First, the students’ attention or reaction to the same language input isdistinguishable when they are on different TOA levels. Moreover, the study made byChapelle and Roberts (1986) also argues that the students’ TOA levels influence theirperformance in foreign language learning. The students with high TOA can acceptuncertainty and focus on the whole comprehension of the text in ambiguous situations;while those who are on a low level of TOA are prone to seek for accuracy and have noidea of solving the problems in unfamiliar or strange situations, even produce somenegative emotions such as anxiety, stress, delay, suppression or denial. Therefore, theintolerant students have an averse reaction to the ambiguous situations because theirlack of information in English reading makes it difficult for them to assess risks andcorrectly make a decision. To the intolerant students, these situations are perceived asa threat or source of discomfort.

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Conclusion

The last chapter will make a brief conclusion about the results of three researchquestions, propose the limitation of the research, present the im