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1. Introduction

1.1 Background of the study
In the past decades, anxiety has been curious about many language researchers.Many articles focusing on anxiety have been published. Also, in the past, researcherspaid attention to anxiety which was not specific in foreign language learning. The studyof foreign language anxiety abroad has made many achievements. Since the 1980s, thestudy of language learning anxiety has appeared a huge breakthrough. Horwitz and Cope(1986) pointed out that foreign language anxiety is peculiar to the language learning.They thought the second language classroom anxiety includes communication testanxiety, fear and negative evaluation. The method of this classification is widely used.Later, many scholars are based on these three categories developing continuously.Horwitz et al.(2001) further described that foreign language anxiety is related to foreignlanguage learning and is produced in the process of language learning. Many scholarslearn different language in some universities of North America, regarded it as theresearch object, such as Spanish learners, Arabic learners, etc. The result of the researchconsistently shows that language anxiety and language learning is a negative correlation.There are some scholars to explore the causes of the foreign language anxiety. Forexample, Young (1991) summed up the major reasons that lead to anxiety caused bytesting language anxiety, classroom activities caused by the anxiety, different views abouthow to use properly language teaching methods between teachers and the causes ofanxiety, anxiety caused by the relationship between teachers and students, the learner'sown factors and learners caused by the subjective views of language learning anxiety.Young summarized above six causes leading to reading anxiety.
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1.2 Purposes of the study
In foreign language learning, there are many foreign language learners influencedby some elements. Foreign language anxiety is one of these elements. At the same time, alot of scholars achieved much in foreign language learning study.The study on foreign language anxiety started in the middle of 1960s. In earlystudies, scholars focused on the relationship between foreign language anxiety andacademic achievement. They divided foreign language anxiety into several groups, andthen analyzed the function and influenced on second language acquisition from foreignlanguage learning. In recent years，scholars did some detail researches including listening,speaking, reading and writing.However, language reading skills are decisive on learning English. After all, readingis the most important，easy and effective way to get information. On the other hand, excellent reading ability is a wonderful basis for other language skills, such as listening,writing. It is limited for learners to communicate with native speakers in face to face. Soit is vital to train students' English reading ability. And reading teaching is important forteachers to train students, English reading ability. Although，teachers are involved somuch patience and energy in English teaching, but also, there have some elementsinfluencing students' study. Scholars paid close attention to students' anxiety in Englishstudying.In foreign countries, Saito et al. did some researches on relationship between foreignlanguage and academic performance. At home，scholars also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。