Firstly, whether there is a significant correlation between foreign language anxiety and English scores.

Secondly, what is the relationship between foreign language anxiety and English scores?

3.2 Subjects 

     The participants are 103 high school graduates from Zheng Liangmei High School. All participants had learned English as a compulsory subject in senior high school education.  All of them attend the same kind of class. In the classroom, language instructors use both English and Chinese to address; outside the classroom, nearly all of them had few opportunities to communicate with native speakers, or have direct contact with the culture of English language. Moreover, none of them is language disabilities.  

3.3 Instruments

     A questionnaire survey was used in this study, a modified FLRAS. The FLRAS was specifically designed by Satio et al. (202-218) to measure anxiety related to foreign language reading. It contains 20 items, each of which is to be answered in a 5-point Likert scale: (A) strongly agree; (B) agree; (C) neither agree nor disagree; (D) disagree; (E) strongly disagree. Examinees choose A “ strongly agree ” can get 5 points, while examinees choose B “agree”, C “ neither agree nor disagree, D “ disagree”, E “ strongly disagree” will get 4, 3, 2, 1 points respectively. And each item should be given one choice. At last, all examinees’ scores will be summed up, and the theoretical range of the FLRAS scale is from 20 to 100. The higher the scores, the more anxious the students are. However, some items like 12-14, and 18 are scored reversely, so the point should be added oppositely. In other words, A “strongly agree” stands for 1 point, and next just follows. In order to find the relationship between RA and English achievements, students’ scores of college entrance examination in 2012 was used as achievement measurement.

3.4 Data collection 

     Quantitative data were collected from questionnaires and National Matriculation English Test. After two days of investigation, 103 questionnaires were gathered timely. But 95 questionnaires were taken as final valid ones for their complement.

3.5 Results

3.51 Descriptive statistics of FLRA scores

     The examinees’ anxiety can be seen in different choices on the 20 items in FLRAS. By the process of computer, the writer ranks the mean score on each item (table 1) in order to see the main anxiety resources.

Table1:

Item Mean Rank Item Mean Rank Item Mean Rank

1 4.15 1 8 3.03 16 15 3.01 17

2 4.03 2 9 2.82 19 16 2.98 18

3 3.70 4 10 3.34 11 17 3.26 13

4