【正文】 in relations do exist among the two factors，. there is a negative relation between reading anxiety and high school students’ reading scores. Furthermore, the effect of performance caused by highanxiety and lowanxiety are significant. Moreover, reading anxiety has a different degree of negative influence on high scores group and low scores group. The results of this study can stimulate English teachers to senior school students to the state of students’ English reading anxiety so that the negative influence of reading anxiety on performance can be reduced by appropriate teaching methods and the students’ interest in English reading can also be aroused gradually.Key words: reading anxiety, senior middle school students, English reading scores 摘要我們通常都是通過閱讀獲取知識，因此，閱讀在我們語言學習過程中顯得尤為重要。對本論文所涉及的研究工作做出貢獻的其他個人和集體，均已在文中以明確的方式標明。 學號 20070401050101 密級 ___________________ 蘭州城市學院本科畢業(yè)論文 閱讀焦慮對高中生英語閱讀成績的影響學 院 名 稱：外國語學院專 業(yè) 名 稱：英 語學 生 姓 名：白 婷指 導 教 師：崇興甲 二〇一一年五月BACHELOR’S DEGREE THESIS OF LANZHOU CITY UNIVERSITYEffect of Reading Anxiety on High School Students’ English Reading ScoresCollege : School of Foreign LanguagesSubject : EnglishName : Bai TingDirected by : Chong XingjiaMay 2011鄭 重 聲 明本人呈交的學位論文，是在導師的指導下，獨立進行研究工作所取得的成果，所有數(shù)據(jù)、圖片資料真實可靠。盡我所知，除文中已經(jīng)注明引用的內(nèi)容外，本學位論文的研究成果不包含他人享有著作權(quán)的內(nèi)容。本學位論文的知識產(chǎn)權(quán)歸屬于培養(yǎng)單位。外語學習中,影響學習者成敗的變量很多。本文通過調(diào)查127名普通高中的高三學生，研究了外語閱讀焦慮對英語閱讀成績的影響。通過相關(guān)性研究，證實了閱讀焦慮和閱讀成績之間確實存在相關(guān)關(guān)系，即閱讀焦慮與閱讀成績負相關(guān)。本文的研究結(jié)果可促使大學高中英語教師重視學生的閱讀焦慮狀況，降低閱讀焦慮對學生成績的負面影響，從而提升學生的英語閱讀水平和興趣，最終取得令人滿意的閱讀效果。 Sellers, 2000: Shi amp。 obtaining and processing information by the usage of English。 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 FLRAS，and reading prehension paper are normally distributed. Having analyzed the reading anxiety，choice of strategies and perform