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4 Results and Discussion

4.1 English Reading Anxiety of the Mongolian University Students
We have mentioned that there are few specific studies on the minority students aboutFLRA, especially aiming at Mongolian students. So it is very meaningful for us to knowabout the situation and the effects of reading anxiety during their process of reading. All the frequencies and percentages of FLRA's scores for the 105 subjects are shown inTable 4.1. There are 20 items in the questionnaire. The range of the FLRAS' total scores is 20to 100. From the table, we can get the detailed distribution of each student's score. It is clearthat more than half of students suffer from reading anxiety，whose marks are not less than 60.In view of this, during the process of reading, Mongolian students usually feel anxiousirreversibly. Table 4.2 displays the wholly descriptive statistics on the subjects' FLRAS. The highestmark is 80 and the lowest mark is 40. The mean is 60.2381 (M) and the standard deviation(SD) is 7.55. Most of the Mongolian students have moderately high level of anxiety, becausethe mean 60.2 is a little higher (approximate 60) than 52.9 of Satio et ars[8] result for foreignlanguage beginners and 57.02 of Shi's [33]ones for English majors. Ganschow et al's in1994 divided the whole subject into different degrees of FLRA using the formulas M 土0.99xSD. If the scores of some students are over the range of the formula (67.7072523), weshould say that they belong to the high group of anxiety. On the contrary，if the scores ofsome students are under the range of the formula (52.7689477)，we should believe that theybelong to the low group of anxiety. In this study, the group of high level of reading anxietyhas 12 persons with 17 persons in the low-level group, and the rest 76 students are in thegroup of medium-level.
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Conclusion

Five questions have been tried to answer in the study. The questions concentrate on thesituation of reading anxiety (RA) displayed by Mongolian students, the use of readingstrategies (RS) and foreign language reading performance (RP). The writer applied SPSS 16.0software to analyze the data collected from 105 subjects. The main findings obtained may besummarized as follows:
(1) Broadly speaking, all the Mongolian students experienced the reading anxiety, andmost of them, about 71 percent, have mid-level anxiety. 12% students suffer from high-levelreading anxiety. 17% of them are with low-level reading anxiety. English reading is a difficultskill for them to grasp. There are 7 factors exerting the Mongolian students' reading anxietyaccording to the statistical results.
(2) For the Mongolian students, cognitive strategy is employed the most frequentlyduring the process of reading whichever level anxiety they are in or whatever they obtain.Metacognitive strategy is the second one employed by them and affect strategy is the leastused by them. This reveals that cognitive strategy is the general strategy used by the secondlanguage learners. Whether the students succeed in foreign language study or not lies in theapplication of effective metacognitive strategy. It's necessary for Mongolian students tomaster metacognitive strategy. Affect strategy can"t be 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。