| Abstract in Chinese | 第3-4页 |
| Abstract in English | 第4-5页 |
| Chapter 1 Introduction | 第10-16页 |
| 1.1 Research Background | 第10-12页 |
| 1.2 Significance | 第12-13页 |
| 1.3 Research Purposes | 第13-16页 |
| Chapter 2 Literature Review | 第16-30页 |
| 2.1 Krashen's Input Hypothesis and Affective Filter Hypothesis | 第16-17页 |
| 2.2 The Anxiety Model of Tobias | 第17-18页 |
| 2.3 Anxiety and Anxiety in Foreign Language Learning | 第18-23页 |
| 2.3.1 The Definitions of Anxiety | 第18-19页 |
| 2.3.2 The Classification of Anxiety | 第19-21页 |
| 2.3.3 Anxiety in Foreign Language Learning | 第21-23页 |
| 2.4 Studies on Foreign Language Reading Anxiety | 第23-28页 |
| 2.4.1 Researches on Foreign Language Reading Anxiety Abroad | 第23-24页 |
| 2.4.2 Researches on Reading Cognitive Process | 第24-26页 |
| 2.4.3 Researches on Foreign Language Reading Anxiety in China | 第26-27页 |
| 2.4.4 A Brief Summary of the Previous Researches | 第27-28页 |
| 2.5 Theoretical Framework of My Research | 第28-30页 |
| Chapter 3 Method of the Research | 第30-33页 |
| 3.1 Research Questions | 第30页 |
| 3.2 Research Participants | 第30页 |
| 3.3 Instruments in the Survey | 第30-32页 |
| 3.3.1 Questionnaire on the Model of Information Processing Theory | 第30-31页 |
| 3.3.2 Reading comprehension tests | 第31-32页 |
| 3.4 Procedures of the Research | 第32-33页 |
| Chapter 4 Data Analysis and Discussion | 第33-49页 |
| 4.1 Senior three students' reading anxiety and its level | 第33-35页 |
| 4.2 The correlation between reading anxiety, reading achievement, gender andexpectation in college entrance examination | 第35-46页 |
| 4.2.1 The correlation between reading anxiety and reading achievement of SeniorThree students | 第35-36页 |
| 4.2.2 The differences in English reading achievement between Senior ThreeStudents with high-reading anxiety, medium-reading anxiety and low-readinganxiety | 第36-40页 |
| 4.2.3 The correlation between reading anxiety and gender of Senior Threestudents | 第40-42页 |
| 4.2.4 The correlation between reading anxiety and expectation in collegeentrance examination | 第42-46页 |
| 4.3 Analysis with Comparison | 第46-47页 |
| 4.4 Analysis and Discussion | 第47-49页 |
| Chapter 5 Research findings | 第49-55页 |
| 5.1 Major Findings of the Study | 第49页 |
| 5.2 Pedagogical Implications | 第49-53页 |
| 5.2.1 Promoting cooperative learning | 第50页 |
| 5.2.2 Developing effective reading strategies | 第50-51页 |
| 5.2.3 Increasing the classified reading training | 第51-52页 |
| 5.2.4 Creating a harmonious class atmosphere, effectively reduce the degree ofanxiety | 第52-53页 |
| 5.3 Limitation of the Study | 第53-54页 |
| 5.4 Suggestions for Future Study | 第54-55页 |
| Bibliography | 第55-58页 |
| Appendix 1: Questionnaire | 第58-59页 |
| Appendix 2: The questionnaire of foreign language reading anxiety | 第59-60页 |
| Appendix 3: Reading Comprehension Test (Ⅰ) | 第60-67页 |
| Appendix 4: Reading Comprehension Test (Ⅱ) | 第67-74页 |
| Acknowledgement | 第74-75页 |
