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摘要：本文是一篇英语阅读论文，根据本研究，初二学生的英语阅读焦虑更为严重，阅读障碍也会增加。同时，克拉申的输入假说强调了可理解输入的重要性。强化多模态阅读教学提供了一种缓解阅读焦虑、提高语言输入质量的方法。因此，根据对初二学生英语阅读焦虑的调查结果和相关理论研究的启示，为了缓解初二学生的英语阅读焦虑，提高他们的英语阅读成绩，笔者提出了相应的意见供参考。

Current Situation of English Reading Anxiety in Junior Two Students ..................... 60

4.1.1 Descriptive Statistical Analysis of Reading Anxiety in Junior Two Students ........ 60

4.1.2 Analysis on Gender Differences of English Reading Anxiety .................................. 62

Chapter Five Conclusion ............................ 70

5.1 Main findings ...................................... 70

5.2 Pedagogical Implication of This Research ........................ 71

Chapter Four Research Results and Discussion

4.1 The Current Situation of English Reading Anxiety in Junior Two Students

4.1.1 Descriptive Statistical Analysis of Reading Anxiety in Junior Two Students

Table 13 Descriptive Statistics on the Five Factors of Reading Anxiety

The Table 13 shows the overall English reading anxiety scores of 238 students and reading anxiety scores of each factor. The foreign language reading anxiety scale used in this thesis consists of 26 items, each item has a score ranging from l to 5 points, the mid-value of the score of reading anxiety is 2.5. Thus, if the mean value is more than 2.5, it means that the students’ English reading anxiety is at a high level. If the mean value is less than 2.5, it means that the students’ English reading anxiety is at a low level. In Table13, we can easily find the mean value of the total score of reading anxiety is 3.12 with a standard deviation of 0.52, which is higher than 2.5. It indicates that junior two students in A Middle School are suffering from an above average level of English reading anxiety.

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Chapter Five Conclusion

5.1 Main findings

First, students in junior two are suffering from an above average level of English reading anxiety. The five factors of English reading anxiety rank from high to low is: “affective factor”, “text understanding”, “cultural background”, “learning method and habit”, and “teaching mode”. It illustrates that student are most likely to vulnerable to the anxiety caused by “affective factor” in the process of reading, and then to be affected by “text understanding”. Next, students be affected by the anxiety caused by “cultural background” and “learning method and habit”, which are relatively less than the first two kind of anxieties (“affective factor”, “text understanding”). Reading anxiety caused by “teaching mode” is relatively small.

Second, there is significant difference in reading anxiety between boys and girls among junior two students. Boys are more likely than girls to experience reading anxiety. From the five factors influencing reading anxiety, significant differences are found between boys and girls in terms of “text understanding”, “learning method and habit” and “teaching mode”.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。