Abstract
This study presents the results of an investigation into L2 reading anxiety among eight Chinese exchange students who participate in a one-year program at an American University. Foreign Language Reading Anxiety Scale (FLRAS) is used as a measurement of reading anxiety. Data are also collected from semi-structured interviews, syllabus of all six specialized courses participants have taken during the academic year and their final scores. The study finds: 1) all participants experience a rather high level of reading anxiety; 2) despite such anxiety, participants perform well in all major courses; 3) underlying causes for reading anxiety include content knowledge, unpreparedness of cultural difference and general negative feeling of studying a foreign language. Based on the research findings, suggestions are given to improve the overall efficacy of such exchange program, aiming to benefit all immediate parties involved.
Highlights
One of the most widely studied concepts in learning a language is the notion of anxiety
This study presents the results of an investigation into L2 reading anxiety among eight Chinese exchange students who participate in a one-year program at an American University
The present study examines FL reading anxiety of eight Chinese exchange students who sign in a one-year exchange program at an American university
Summary
One of the most widely studied concepts in learning a language is the notion of anxiety. It is common that research in this field has studied the possible relationship between anxiety and performance, and its interference in language competence (Horwitz et al, 1986; Horwitz, 2001). Zbornik and Wallbrown (1991) are the first to introduce the concept of reading anxiety. First a questionnaire survey is conducted and all the data are coded and analyzed through SPSS22.0. Descriptive statistics such as frequencies are computed to display the participants’ overall responses to FLRAS. The interview is carried out and recorded by the end of the academic year It is transcribed immediately afterward and doubled checked by both the researcher and participants for possible missings or errors. Key information of the six specialized courses is analyzed with reference to the research questions
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