| 摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| Introduction | 第10-15页 |
| Background of the Study | 第10-13页 |
| Significance of the Present Study | 第13-14页 |
| Organization of the Thesis | 第14-15页 |
| Chapter 1 Literature Review | 第15-34页 |
| ·Anxiety | 第15-19页 |
| ·Definitions of Anxiety | 第15-16页 |
| ·Classification of Anxiety | 第16-19页 |
| ·Studies on Foreign Language Anxiety | 第19-24页 |
| ·Definitions of Foreign Language Anxiety | 第20-22页 |
| ·Effects of Foreign Language Anxiety | 第22-24页 |
| ·Reading Anxiety | 第24-29页 |
| ·An Overview of Reading Anxiety | 第24-28页 |
| ·Previous Studies on FL Reading Anxiety | 第28-29页 |
| ·Theoretical Framework of Present Study | 第29-34页 |
| ·Krashen's Affective Filter Hypothesis | 第29-31页 |
| ·The Theory of Information-processing | 第31-34页 |
| Chapter 2 Research Methodology | 第34-37页 |
| ·Research Questions | 第34页 |
| ·Subjects | 第34页 |
| ·Instruments | 第34-36页 |
| ·Questionnaire | 第35页 |
| ·Interview | 第35-36页 |
| ·Data Collection and Analysis | 第36-37页 |
| Chapter 3 Results and Discussion | 第37-57页 |
| ·Results and Discussion of Research Question1 | 第37-44页 |
| ·Validity of FLARS | 第37-38页 |
| ·Reliability of Adapted FLARS | 第38-39页 |
| ·The Existence of Reading Anxiety among Non-English Majors | 第39-44页 |
| ·Results and Discussion of Research Question2 | 第44-49页 |
| ·Classification of Reading Anxiety Groups | 第44-45页 |
| ·Relationship of Participants' Perceptions of Difficulty of English Reading and Their Levels ofReading Anxiety | 第45-47页 |
| ·Relationship of Participants' Self-perceived English Reading Ability and Their Levels of ReadingAnxiety | 第47-49页 |
| ·Results and Discussion of Research Question3 | 第49-53页 |
| ·Gender | 第49-50页 |
| ·Years of English Learning | 第50-52页 |
| ·Region | 第52-53页 |
| ·Results and Discussion of Research Question4 | 第53-57页 |
| Chapter 4 Implications and Suggestions | 第57-64页 |
| ·Encouraging Students to Treat Reading Anxiety Correctly | 第57-58页 |
| ·Creating a Low-anxiety Reading Environment in Class | 第58-59页 |
| ·Training Reading Strategies Timely and Effectively | 第59-60页 |
| ·Involving Students in Setting Appropriate and Practical Reading Goals and Plans | 第60-61页 |
| ·Cultivating Students' Positive Reading Mind | 第61-62页 |
| ·Strengthening Cross-culture Awareness | 第62-63页 |
| ·Exposing Appropriate-level Reading Materials | 第63-64页 |
| Conclusion | 第64-67页 |
| Major Findings | 第64-65页 |
| Limitations of the Study | 第65-66页 |
| Recommendations for Further Study | 第66-67页 |
| Bibliography | 第67-74页 |
| Acknowledgements | 第74-75页 |
| Main Work Achievement of the Author during Working on Master Paper | 第75-76页 |
| Appendix Ⅰ Questionnaire | 第76-77页 |
| Appendix Ⅱ Interview Syllabus | 第77页 |
