【正文】 those between + and standard deviations from the sample mean are identified as moderateanxiety. So the groups are classified as the Table44:Table 4－4 Descriptive statistics for subjects with different states of foreign language reading anxietyAnxiety GroupNPercent MeanStandard DeviationHigh22Moderate83 Low22 Performance on English Reading TestThe following two tables demonstrate the descriptive statistics for the scores of subjects on the reading test. Table 45 displays the overall statistics such as mean, standard deviation，the minimum and them maximum. According to the requirement of final exams, the full mark of reading prehension should be 40, so the mean indicates the moderate level of subjects’ English reading. Table4－6shows the frequencies of scores performed by 127subjects.Table 4－5 General descriptive statistics for scores on reading test N Valid127 Missing0Mean Std. Deviation Minimum MaximumTable4－6 Frequencies of scores by subjectsFrequencyPercentValid percentCumulative PercentValid 2 89913231515141351Total127With the help of the division group method discussed above，readers are classified into unsuccessful，moderate and successful readers according to the statistics in the two tables above. Subjects who get one standard deviation or more above the mean are identified as successful readers。 Jin(1996:70) claim that western foreign language teaching and learning“focus on the skill development with the four centers: leaner, task, munication and function”. However, it has been a tradition in English education in China that the teacher is the center in class and intensive reading is the most important point. The consequence is that“too much caring is given to the separate language points and the dependence on the syntax is exceedingly heavy”(Liu amp。 reading scores and their relationship?2. Does reading anxiety have different degrees influence on different performance groups? VariablesTwo variables exist in the present study. The first variable in this study is the state of English reading anxiety responded by the subjects. The measurement of the reading anxiety is Foreign Language Reading Anxiety Scale(FLRAS)，which contains 20 items. The second variable is the scores on the reading prehension paper performed by subjects. SubjectsThe target population of this study，a total of 127 thirdyear students in the first senior middle school of Lin Ze which is a mon senior middle school in Gan Su province, is selected randomly to participate in the study. All of them are preparing to attend the college entrance examination in 2011. They are from a class of science and a class of art. The ages of the subjects range from 16 to 20. All of them have learned English more than 6 years. Each of them is given a sequential number for the convenience of study. The sampling procedure is intended to reflect the characteristics of Chinese senior student English reading anxiety, and their English reading performance.3. 4 Method and Instruments3. 4. 1 Questionnaire Questionnaire (see Appendix 2) is the Foreign Language Reading Anxiety Scale (FLRAS) with 20 items developed by Saito et al (1999). In order to meet the practical need of the study，the FLRAS is slightly modified before it is administered to the subjects. It is translated into Chinese and the term“foreign language” in the original scale is replaced by“English”. The 20 questions of FLRAS are answered on a fivePoint Likert scale with five responses ranging from (1)“strongly disagree”(scale point 1) to (3)“neither agree nor disagree”(scale point 3) to (5)“strongly agree”(scale points).Some of the items (12，13，14，and18) on this instrument are keyreversed because they are expressed in opposite way pared with the other items, so that in all instances，a higher mark of FLRAS represents the higher anxiety in reading. 3. 4. 2 The Final Exam PaperFrom senior students’ final exam paper, the author select the part of reading prehension about 40 scores among the total scores 150 for every students. The validity and reliability of this test have been verified. The final reading prehension grade for each student served as an overall index of performance. The reading prehension grades were the measure of reading achievement.3. 4 Procedures The time of this study was decided in the last week of January 2011，a month after the beginning of the new term. The author collected the reading prehension paper of the final exam this semester. The adapted scale was distributed to the subjects with the assistance of their English teachers. And then，all subjects were given uniform instruction as to how to fill in the FLRAS in order to improve accuracy of the study. The subjects were told that it didn’t matter whatever they chose，for there was no distinction between“right” and“wrong” answers to the questions. Thus，the questionnaires were able to reflect their true learning conditions. The questionnaires were immediately collected after the subjects finished choosing the answers. It only spends 510minutes.The raw data are processed by means of SPSS (Statistical Package for Social Science) . Systematical study is employed in the present study. Descriptive statistics and inferential statistics are used to describe the characteristics of the variables in question and to analyze the correlations among the three variables.4 Results and Discussion In the previous parts，the author has presented the conceptual frameworks，the research questions，hypotheses，variables，subjects，data collection procedure, and analytical methods for carrying out the experiment. In this chapter，the statistics analyzed by are provided to answer the related questions under the precondition that all the FLR