| Achowledgements | 第1-4页 |
| Abstract | 第4-7页 |
| 摘要 | 第7-8页 |
| Table of Contents | 第8-11页 |
| List of Tables | 第11-12页 |
| Abbreviations Used in This Thesis | 第12-13页 |
| Chapter One Introduction | 第13-17页 |
| ·Research Background | 第13-14页 |
| ·Need and Significance of the Study | 第14-15页 |
| ·Purpose of the Study | 第15页 |
| ·Definition of Anxiety | 第15-16页 |
| ·Organization of the Thesis | 第16-17页 |
| Chapter Two Relevant Literature Review | 第17-47页 |
| ·An overview | 第17页 |
| ·Research Development of Affective Factors | 第17-19页 |
| ·Research Development of Language Anxiety | 第19-27页 |
| ·Definition of Anxiety | 第19-20页 |
| ·Definition of Language Anxiety | 第20页 |
| ·Taxonomy of Language Anxiety | 第20-21页 |
| ·Impact of Anxiety on Language Learning | 第21页 |
| ·Research Methods of Language Anxiety | 第21-22页 |
| ·Sources of Language Anxiety | 第22-24页 |
| ·Effect of Language Anxiety | 第24-26页 |
| ·Conceptual Model of FL Anxiety | 第26-27页 |
| ·Studies in China | 第27-29页 |
| ·Summary | 第29页 |
| ·The Process of Reading English for Chinese Students | 第29-35页 |
| ·General Description | 第29-30页 |
| ·Reading Is a Complex Activity | 第30-32页 |
| ·Stages of Reading | 第31-32页 |
| ·Levels of Reading Comprehension | 第32页 |
| ·Theoretical Models for the Reading Process | 第32-33页 |
| ·The Difference between Reading in English and in Chinese | 第33-34页 |
| ·Implications for Teaching | 第34-35页 |
| ·The Role of Background Knowledge in Reading | 第35-40页 |
| ·The Schema in Reading | 第36-38页 |
| ·Definition of Schema | 第36-37页 |
| ·Types of Schema | 第37-38页 |
| ·Schema Theory | 第38页 |
| ·Relevant Researches about Schema | 第38-39页 |
| ·Advice for Reading through Background Knowledge | 第39-40页 |
| ·Humanistic Approach and Affective Moderation Model for Language Teaching | 第40-47页 |
| ·Humanism | 第40-41页 |
| ·Humanistic Approach | 第41-42页 |
| ·The Affective Moderation Language Teaching Model | 第42-43页 |
| ·Cooperative Learning | 第43-47页 |
| ·Choice, Challenge, Control and Collaboration | 第43-44页 |
| ·Rationale behind Cooperative Learning | 第44-45页 |
| ·Cooperative Learning in China | 第45-46页 |
| ·Summary | 第46-47页 |
| Chapter Three Research Design | 第47-69页 |
| ·An overview | 第47页 |
| ·Research Questions | 第47页 |
| ·Research Hypothesis | 第47-48页 |
| ·Subjects | 第48-49页 |
| ·Instruments | 第49-54页 |
| ·The Reading Material | 第49页 |
| ·The Modified Horwitz FLCAS | 第49-53页 |
| ·Development of the Modified FLCAS | 第52页 |
| ·Description of the Modified FLCAS | 第52-53页 |
| ·Interview and Observation | 第53页 |
| ·Diary Keeping | 第53页 |
| ·English Reading Proficiency Tests | 第53-54页 |
| ·Statistical Tool | 第54页 |
| ·Research Methodology | 第54-69页 |
| ·Pretest | 第54-55页 |
| ·Anxiety Test before the Experiment | 第55页 |
| ·Beginning Procedures | 第55-56页 |
| ·Arrangement of Diary Keeping | 第56-57页 |
| ·Teaching Procedures | 第57-67页 |
| ·To Summarize the Main Idea with One or More Sentences | 第57-58页 |
| ·To Find Reading Partners | 第58页 |
| ·To Take Story Reports | 第58-60页 |
| ·To Read Diaries and Favorite Passages | 第60-61页 |
| ·To Take One-minute Reading Test or Timed Repeated Reading | 第61-62页 |
| ·To Get Cultural Clues | 第62-63页 |
| ·To Develop the Students' Meta-cognitive Awareness | 第63-65页 |
| ·To Develop Vocabulary | 第65-67页 |
| ·Posttest and Anxiety Test after the Experiment | 第67页 |
| ·Data Collection | 第67-68页 |
| ·Data Analysis | 第68-69页 |
| Chapter Four Research Results and Analysis | 第69-88页 |
| ·Results of the English Reading Anxiety Test | 第69-75页 |
| ·Analysis of the English Reading Anxiety Test | 第69-70页 |
| ·Analysis of the English Reading Anxiety in the Experiment Group | 第70-71页 |
| ·Analysis of the English Reading Anxiety in the Control Group | 第71-73页 |
| ·Comparison between the Control Group and the Experiment Group | 第73-74页 |
| ·Summary | 第74-75页 |
| ·Correlate Analysis of the Anxiety before the Experiment and the Pretest | 第75-79页 |
| ·The Correlation of the Anxiety before the Experiment and Pretest in the Experiment Group | 第75-76页 |
| ·The Correlation of the Anxiety Items and the Pretest in the Experiment Group | 第76-79页 |
| ·The Teaching Measures Adopted in English Reading Classes | 第79-81页 |
| ·Research Results of the Pretest and Posttest | 第81-84页 |
| ·The Anxiety of the Experiment Group after the Experiment | 第84-88页 |
| ·Analysis of the Anxiety Test after the Experiment | 第85-86页 |
| ·Correlate Analysis of the Anxiety after the Experiment and the English Reading Achievement in the Experiment Group | 第86-88页 |
| Chapter Five Research Discussions | 第88-97页 |
| ·An Overview | 第88页 |
| ·General Discussion of the Anxiety Tests before the Experiment and the Pretests | 第88-93页 |
| ·Discussion of the Anxiety before the Experiment and Pretest in the Experiment Group | 第89-90页 |
| ·Discussion of the Anxiety Test after the Experiment and Posttest in the Experiment Group | 第90-92页 |
| ·Discussion of the Experiment Results | 第92-93页 |
| ·The Reasons for the Experiment Results | 第93-95页 |
| ·The Factors Related to the Subjects | 第93-94页 |
| ·The Teaching Environment | 第94页 |
| ·Some Practical Reasons | 第94-95页 |
| ·OtherAffective Factors | 第95页 |
| ·Summary | 第95-97页 |
| Chapter Six Conclusions | 第97-102页 |
| ·An Overview | 第97页 |
| ·Major Findings | 第97-98页 |
| ·Implications | 第98-100页 |
| ·Theoretical Implications | 第98-99页 |
| ·Practical Implication | 第99-100页 |
| ·Methodological Implication | 第100页 |
| ·Some Suggestions for Future Research | 第100-102页 |
| Bibliography | 第102-112页 |
| Appendixes | 第112-124页 |
