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nd morerealized that the success of second language acquisition depends largely on the learner him/herself. Theprevious researches have shown that affective factors, including anxiety, attitude and motivation, influencelanguage achievement (Gardner & MacIntyre,1993). As one of the affective factors, anxiety is possibly themost pervasive obstruction in language learning. A large number of studies have repeatedly confirmed thatforeign language anxiety has great influence on language leaning process and is one of the best predictorsfor individual differences in language learning success. A person with high anxiety would probably beafraid of speaking foreign language, learning foreign language, even worse, would escape from learningand reduce the language achievement. Many linguists and psychologists believe that anxiety is negativelyassociated with language learning outcomes and they insist that reducing anxiety might enhance learners’motivation and improve their foreign language learning.
In China, researchers and educators have also done much work in this field, and language anxiety isconfirmed to be among the most influential variables in foreign language learning. In 2001, Ministry ofEducation issued the English Curriculum Criterion, which placed great emphasis on the students’ emotionalelements in English teaching and learning. Inspired by this, more and more educators in China began to payattention to the students’ individual variables with the aim of making English teaching more effective. A lotof researches have shown that anxiety plays a significant role in language learning. In China, languagelearning, such as English, takes place mainly in the classroom and the language is mastered mainly throughformal instructions. It is generally accepted that the ultimate goal of English teaching is to develop learner’sability to convey information and communicate ideas and feelings in English. Also, we can notice thesefacts: the students with low English proficiency generally tend to be more nervous than the students at highlevel when asked to answer the questions or make an oral presentation in class, therefore, they would keepsilent while the top students appear to be more active in English class; the former are afraid to take theEnglish exams while the latter are more willing to take them since the exams can prove that they are goodat learning English. It is not surprising that the students at low English level tell you they don’t like thiscourse because they often experience frustration, embarrassment and anxiety. But to the students with hig English proficiency, it is fun and enjoyable to learn English. If we don’t take appropriate measures toreduce anxiety experienced by language learners, the language learning process and proficiency will beaffected seriously, especially those students with low self-efficacy. In the study, the author tries exploringthe correlation among self-efficacy, English reading anxiety and reading performance to reduce the level ofreading anxiety in language learning and increase their reading efficiency.

Chapter Two Literature Review

2.1 The Studies of Self-efficacy at Home and Abroad
Since psychologist Bandura published his paper, “self-efficacy: Toward a Unifying Theory ofBehavioral Change”, self-efficacy has become one of the heated topics in psychology. According toBandura(1986,1994), self-efficacy is defined as people’s beliefs about their capabil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。