An Inquiry into Foreign Language Reading Anxiety among Japanese EFL Learners

抄録

This paper addresses the possibility of anxiety arousal in foreign language (FL) reading among Japanese university learners. In particular, using the Foreign Language Reading Anxiety Scale called FLRAS, this paper investigated the following areas: 1)the degree to which Japanese university learners perceived anxiety specific to the domain of reading, 2)the relation between perception of reading anxiety and reading proficiency, and 3)identification of underlying characteristic factors behind FL Reading Anxiety by means of factor analysis. Results showed significant correlations between the FLCAS (Foreign Language Classroom Anxiety Scale) and the FLRAS, and significant negative correlations between the FLRAS and reading proficiency measures. Furthermore, the low reading proficiency group exhibited a significantly higher degree of reading anxiety than the intermediate reading proficiency group. The low reading proficiency group also showed a significantly less positive attitude toward the motivational components of the FLRAS than the intermediate reading proficiency group did. Based on these findings, this paper concludes with possible suggestions for anxiety reduction techniques to be employed in the instructional setting.