| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 99 === The main purpose of the present study was to explore the relationship between FL reading anxiety and reading performance among the eighth-grade junior high school students in Taiwan. Other possible variables, such as gender differences and different reading time spent weekly, were also taken into consideration. A total of 100 students from Wuchia Junior High School in Kaohsiung City participated in the study. The subjects were asked to finish the FLRAS, followed by an English reading comprehension test. Data collected from the study was analyzed with the software of SPSS 17.0 for quantitative research. The results of the quantitative analysis yielded to the following significant findings:
1.The main sources of FL reading anxiety for Taiwan junior high school students could be attributed to personal factors, which include lack of self-confidence, inappropriate strategy use, and lack of motivation.
2.A moderate negative correlation between FL reading anxiety and reading performance was found in the study (r=-.530, p<.01).
3.There was a significant difference between low-anxiety group and high-anxiety group in terms of their reading comprehension. On the other hand, students who got the highest scores in the reading comprehension test belong to mid-anxiety group. This finding suggested that a certain degree of anxiety is beneficial for learners in the act of reading.
4.There were no gender differences in either learners’ reading anxiety or reading performance.
5.Different reading time spent weekly significantly affected learners’ reading anxiety levels and reading comprehension.
Based on the results of the study, the thesis suggested that teachers should select reading materials at an appropriate level for learners, in case that too much anxiety is provoked. In addition, teachers should try to change learners’ reading motivation and build up their confidence. Furthermore, developing learners’ reading habit and instructing them in using reading strategies are beneficial to reduce their reading anxiety. At last, teachers can try to implement cooperative learning in the classroom, which may be beneficial to decrease learners’ anxiety level and build up their confidence.
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