On the Causes and Countermeasures of Chinese Learners’ English Reading Anxiety
DOI:
https://doi.org/10.17507/jltr.1206.19Keywords:
anxiety, reading anxiety, affective filtering hypothesis, cross-cultural awarenessAbstract
Based on Humanistic Psychology and Krashen’s Affective Filtering Hypothesis, this study explores the effects on English reading anxiety among Chinese students, and corresponding countermeasures are put forward to it. English reading anxiety, one of the emotional factors that have a great effect on foreign language learning, mainly refers to the feeling of not being able to achieve desired goal or overcome a mental obstacle. The results indicate that Chinese English learners suffer English reading anxiety in text comprehension, and the psychological, cultural and text factors are the main causes leading to it. Based upon the findings, its advisable to lower the learners’ affective filter and promote their self-confidence as well as cultivate their cross-cultural awareness in future English reading teaching.
References
Aiping, Zhao. (2009). Foreign Language Reading Anxiety: Investigating English-Speaking University Students Learning Chinese as a Foreign Language in t he United States. https://diginole.lib.fsu.edu/islandora/object/fsu:168683/datastream/PDF/view
Arnold, J. (1999). Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners. The Reading Matrix, 5(2), 67-85.
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: differentiating writing and speaking components. Language Learning, 49, 417-446.
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35, 647-656.
Emre, G. (2014). Using think aloud protocols to identify factors that cause foreign language reading anxiety. Reading Matrix, 2: 109-118.
Horwitz, E. K., Horwitz, M. B, &. Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
MacIntyre, P. D., & Gardner, R. C. (1991a). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534.
MacIntyre P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of literature. Language Learning, 41 (1):85-117.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295.
Miyanaga, C. (2007). Anxiety, Strategies, Motivation And Reading Proficiency in Japanese University EFL Learners. Philadelphia: The Temple University.
Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. Modern Language Journal, 76:14-26.
Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 1: 77-93.
Saito, Y., Horwits, E. (1999). Foreign language reading anxiety. The Modern Language Journal, 2: 202-218.
Sellers, V. D. (2000). Anxiety in reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5): 512-520.
Shi, Y. Z., & Liu, Z. Q. (2006). Foreign language reading anxiety and its relationship to English achievement and gender. Journal of PLA University of Foreign Languages, 29: 59-65.
Seidenberg, M. S. (1985). The time course of phonological code activation in two writing systems. Cognition, 19, 1-30.
Williams, K. (1991). Anxiety and formal/foreign language learning. RELC Journal, 22, 19-28.
Vogely, A. J. (1998). Listening comprehension anxiety: students’ reported resources and solutions. Foreign Language Annals, 31, 67-80.
Young D. (1992). Language anxiety from the foreign language specialists’ perspective: Interview with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25: 157-172.
