Foreign Language Reading Anxiety and Its Relationship with TEM-4 Scores among English Major Undergraduates in China

Abstract

With the development of studies on the relationship between foreign language anxiety and specific aspects of foreign language learning, foreign language reading anxiety (FLRA), as a specific language-skill language anxiety, need more attentions and is worth researching in the second language acquisition. The present study’s purpose was to identify the level of English major students’ foreign language reading anxiety in Chinese context, explore FLRA and its relationship with the Test for English Major Band 4 (TEM-4) scores and identify the potential factors that lead students feel anxious when reading English. To achieving these purposes, 92 English major undergraduates were recruited to respond to a closed-question questionnaire, Foreign Language Reading Anxiety Scale (FLRAS). Furthermore, 9 interviewees out of 92 participants were chosen by their English proficiency level, decided by their TEM-4 scores, to have 15-minute semi-structured interviews.