1 Introduction

1.1 Background of the Study  

In recent years, many researchers have realized that language output is more of a process enslaved to grammatical rules than one extracting phrase unit from memories, which means that English communication doesn’t merely depend on grammatical rules and words to construct sentences and discourses. The research on corpus linguistics suggests that psychology, especially anxiety , put more effect on reading than most natural languages because while reading one is thinking and thinking belongs to psychology.
1.2 Significance of the Study 
   The purpose of this paper is to analyze the anxiety relief for senior college English majors in English learning, which is Combined with English reading test, and through carrying out prefabricated language block teaching intervention for the English majors, the performance of reading comprehension ability of the English majors were observed and recorded in the two tests , Using the method of questionnaire survey and classroom observation. Analyze the English majors' English reading level before and after the test, and explore the problems that affect college English majors' English reading ability, as well as the effect of the English reading after the intervention of the anxiety relief, which can lay a foundation for the improvement of English reading ability of senior college English majors.
a. Throughout the survey and test, having knowledge of the current reading level of the senior college English majors and exploring the problems and causes existing in English reading in the survey and test from the beginning to end.
   b. Making an attempt to change the traditional teaching methods: in English class, using teaching method of anxiety relief learning to explore the effects of anxiety relief learning on improving English majors’ reading comprehension in comparison with traditional teaching methods.
   c. Urging English teachers to pay attention to the effects of English anxiety relief learning on reading comprehension and English majors’ achievements and make exploration on how to use anxiety relief learning to improve the analyzing ability for English reading.
  d. Deepening English teachers’ understanding of anxiety relief learning and seeking more teaching method to enhance English reading comprehension by reflecting their own teaching.

1.3 Organization of the Thesis

This paper is divided into six parts. The first chapter is the introduction, including the research background, purpose and significance, as well as the organizational structure of the paper.
The second chapter introduces the theory of cooperative learning. The author gives the definition of cooperative learning and its related research, and introduces the basic components of cooperative learning.
The third chapter is the theoretical basis of cooperative learning, including social interdependence theory. Construction theory, motivation theory, social cohesion, introduced the main types of cooperative learning activities.
The fourth chapter describes the methodology of teaching experiment, including research questions, research objects, tools and teaching procedures. It also illustrates the teaching procedures and the data from tests and questionnaires. The purpose of this study is to prove whether the cooperative learning method can improve the English Reading Teaching of English majors in a college. The subjects of the experiment are English majors in School of Foreign Languages, Guangzhou University of Traditional Chinese Medicine. Class one is the experimental class and the second class is the control group. They are given two tests before and after the experiment. The cooperative learning method is applied for 20 week in the experimental group. With the results of the two test, the author draws a conclusion.
The fifth chapter focuses on the analysis of the results of the examination and questionnaire, using SPSS software to analyze the data to see if that the results of the experimental group is better than the control group.
The last part introduces the conclusion of this study. It includes the main research results of this experiment and teaching inspiration. Cooperative learning is an effective method for English majors in a college' English learning, because it not only can improve English majors' academic performance, but also can cultivate English majors' ability to cooperate. In addition, the limitations and suggestions for further researchch are also studied in this chapter.

2. Literature Review   

2.1 Reading anxiety

Anxiety refers to emotional or psychological internal conflict that leads to irrational worries or feelings of fear. Anxiety may arise in certain circumstances; It can also be inertia or a common and universal feeling. Anxiety is often associated with Freud's arguments for suppressing feelings and impulses. In addition, it is also related to the concept of acquisition or restrictive mechanism. The concept of reaction mechanisms suggests that certain events or stimuli can trigger anxiety if they have been used to cause terror or tension in the past.

2.2 Relationship between Reading Level and Reading Anxiety

And reading anxiety refers to the emotional or psychological internal conflict while one is reading.A famous American language philosopher, Goodman, points out in a conversation that reading is a process of fully understanding and accepting language and it is a psychological language process of constructing the surface representation of language and the internal meaning of the deconstruction language. He argues that reading is a process of reading psychology between thought and language because the author turns his thoughts into words and the reader turns the author's language into thoughts.
Based on Goodman's statement, some scholars in China have suggested that reading should not the process of passively accepting the thought of the author, but the process of actively exploring the deep meaning of the reading materials. They argue that in this process, readers use their own knowledge to identify and guess the content of the text, and then verify and evaluate their own understanding of the text. These views have been accepted by some scholars who study the reading of native language. However, the scholars who study second language reading at a very early age suggests that second language reading (especially English) is conducted in a passive process.
Here, the nature of reading of English is used as a second language to be analyzed. According to scholars, who agree with the traditional English teaching, a reading translation method and reading comprehension, reading is a process of a deep understanding of the content of the text. According to the scholars who agree with reading translation, all languages come from a thinking and language and thinking are of the same identity. Many scholars who agree with reading translation believe that reading is a process from the word to the sentence, and then form the subordinate clause to the whole article.
Most scholars who study behaviorism psychology and structural linguistics believe that language is a set of symbols jointly built by system structure and text symbols which are only oral record form. But speech is a process of stimulus - response, which is to strengthen the learning process. The conclusion is that reading is a habitual response to written language. However, from the point of view, reading is a kind of reading and speaking, which is directly related to spoken English, so it is helpful to improve reading level.
2.3 Related Studies   
2.3.1 Related Studies on English study anxiety
In the 1980s, foreign language learning anxiety began to be noticed by linguists.
Horwitz and Cope (1986) brought by the first time in Foreign Language class class Anxiety for level theory FLCAS - such as Foreign Language Classroom Anxiety Scale), and study the effects of Anxiety on Foreign Language learning, people think that Foreign Language learning Anxiety is produced in the process of Foreign Language learning a unique psychological activity. This anxiety is associated with individual consciousness, emotion, thinking and behavior, and the learner is mainly anxious about foreign language tests, foreign language communication, and negative evaluation. In the process of communicating with the target language, the fear of fear is called communication fear. Language learners are called negative evaluation anxiety when they are afraid of making mistakes in the process of language learning. An individual's anxiety about a foreign language learning exam is called test anxiety.
Oxford (1900) pointed out that foreign language learning anxiety and say usually anxiety is different, especially in foreign language learning it generated by the emotional factors, emphasize individual afraid of using the target language so as to cause anxiety, also proposed the degree and different kinds of anxiety, the impact on the language learning is not the same.
Dulay (1982) pointed out that foreign language learning anxiety and personal emotional factors and external environment in which to learn about, so dividing the anxiety to ability anxiety and state anxiety, when anxiety refers to learners' individual learning ability to show the anxiety of the overall situation, and state anxiety in learners of different scenarios of foreign language learning anxiety.
Although the understanding of the concept is different, the whole language learning anxiety refers to the individual one of anxiety in foreign language learning, not only to individual learners and emotion factors associated with learning environment and so on, and has a certain influence on foreign language learning.
2.3.2 Relevant Researches on English reading anxiety
Saito, Horwitz et al. (1999) on Horwitz's foreign language learning anxiety, on the basis of the first time put forward the concept of "foreign language reading anxiety", clarify two anxiety have distinction to have connection again already, just as its name implies is to read reading anxiety of anxiety, according to the different anxiety state, it can be divided into high, medium and low three degrees. Shi Yunzhang (2006) points out that the non-native learners through cognitive evaluation, speculation or worry about a difficulty in reading comprehension of a potential danger to oneself, dignity, oppression, which makes the efficiency of reading comprehension is not high or stop, tension, anxiety and often accompanied by emotional characteristics. Wang Yang (2008) believed that English reading anxiety readers failed to reach the predetermined reading effect and purpose, or could not overcome themselves. The anxiety of the heart, and therefore the irritation. This emotion is a common negative emotion in English learning.

3 Research Design 

3.1 Research Questions and Hypotheses

In order to make the present study in a systematic way, the research questions should be re-examined. Since our aim is to find out the correlation between the Chinese college English majors’ ability to identify anxiety relief and their reading comprehension proficiency, the independent variable should be the English majors’ reading comprehension level and the material’s degree of difficulty. Accordingly, the dependent variable should be the accuracy and quantity of the anxiety relief identified by the English majors. And in order to make this research more reliable and reasonable, the questions could be analyzed into following four parts:
1. Is there a correlation between Senior college English majors’ ability to identify anxiety relief and their reading comprehension proficiency?
2. Does the difficulty degree of reading ability to identity the anxiety relief?
4. Are there any differences in identification of lexical anxiety relief between the genders?
According to the research questions, the following hypothesis could be made:
    The English majors with higher reading comprehension proficiency level would identify more
anxiety relief.
    The material’s degree of difficulty would inhibit the English majors’ performance of anxiety relief identification.
The gender's interest is different so while reading, different materials may attract different sexes, for example the boy may prefer the war, the car, some successful person, while the girls may prefer beautiful clothes, fashion, or other things.

3.2 Research design

3.2.1 Subjects

The subjects in the study are Senior college English majors who are from Grade 3 in Qingpu college. Before testing, they have just finished their English monthly examinations. A part of  the participants are supposed to attend the examination. Undergo similar studying experience under the same system, they can be regarded as representatives of this research. Therefore, this study  will depict a comprehensive picture of Senior college English majors English learners’ anxiety relief identification ability. 

3.2.2 Reading Materials 

The reading materials are selected from English reading comprehension of the college entrance examination, and latest four years of consecutive examination questions, namely 2011, 2012, 2013, 2014, are chosen. The reading comprehension topics are different, but the length is similar. The degree of difficulty for the materials is almost the same. The examination questions of 2012 and 2011 are employed as the pre-test , and the examination questions of 2013 and 2014 are employed as the post-test. And in order to find out whether different sexes have the different interest in the passage, we can choose the different topics.

3.2.3 Instruments

(1) Questionnaire
The questionnaire method in two classes of Qingpu college, in Jiangsu Province, which were in the form of non signature, the test will be divided into two parts: pre-test and post-test. Pretest purpose is to understand the English majors' original English reading comprehension. Then anxiety relief of teaching intervention, after the re-use measurement to understand the student's ability to identify whether anxiety relief impact on reading comprehension.
(2)Experimental observation
Two classes of college English majors are selected from implement anxiety relief intervention classes, detailed records for the entire process, in order to more fully understand the ability to identify the actual teaching anxiety relief of impact on English majors' reading ability, will delve into the college grades English majors in each class were observed, so that the implementation of this teaching classes and other classes while completing a mature English reading test volume, test scores were compared to the experimental observation process and documenting the results.
Data of research and teaching methods questionnaires and Experimental observation will be collected, and the results are to be summarized. 

3.2.4 Tools of Analysis

   Through the comparison along different dimensions, the mean scores calculated may tell the between group differences in the different processing conditions. Alternatively, the t-test may  tell to what extent the groups of various proficiency levels differ in their anxiety relief identification  performance dealing with different reading material. Analysis of the data from subjects’  identification test is conducted quantitatively. All the data and the results were computed by Statistical Package for the Social Science (SPSS) version 11.5.

3.3 The Main focuses in the Experiment

   From the previous chapters, it is known that advantages that anxiety relief show in English reading teaching in college. Based on the theory above, this study is conducted from September 2016 to January 2016. The main focuses are: the first, to explore how to use anxiety relief in English reading teaching in college; second, to promote the effectiveness of English reading teaching in college .

3.4 The Object of Study

   The subjects of this study are English majors from in classes 5 and 6 in Grade 3 in Qinpu Senior college of Qingpu County in Jiangsu. In class 5, there are 44 people and class 6 there are 48 people. Class 6 is regarded as the experimental class and class 5 is controlled class. 8 English majors are chosen from two classes, 4 each class. The 8English majors are at the ages from 17-19. In class 6, there are 18 boys and 22 girls and in class 5, there are 20 boys and 24 girls. The English majors in senor 3 are chosen because they have learned English for 6years and have mastered some knowledge, that is, they are in the intermediate level,so the experiment can be conducted freely. 
 
               Table 3-1 Basic Information of the Participants
 

Class	sex	count	total	Remark
Class 5	male	16	40	These English majors are tested
	female	24
Class 6	male	18	40
	female	22

3.5 The Research Methods

   In this paper, the research method is experimental approach. In the education experimental research, the researchers conduct the experiment according to the research purpose, reasonable control and create a certain condition in which people change the object of study so as to verify the hypothesis. This experiment aims to reveal how to promote reading teaching in college  through the comparisons of two classes.

3.5.1The Former Test

    Before the start of the teaching experiment, there is a text to test how the English majors of the two classes are. All English majors in the two classes were required to take the test. The test material is the questions of reading comprehension of English college entrance examination in Jiangsu province in 2014. There are two reasons for using the paper: the first, the paper in the college entrance examination is of reliability and validity because it is made by strict measurement; the second, there are standard answers to the questions.
   The part of reading comprehension includes 5 passage. There are 20 questions with four  four options provided and there are 40 points.

3.5.2 The Later Test

   This study started from September 2015 and ended in January 2016, that is, it passed a total of 20 weeks in a semester. The two classes are taught by the same teacher. In the experimental class, the reading teaching was conducted with the anxiety relief. The other class was taught with traditional method in which there was no exercises related to the anxiety relief usage.
   After 20 weeks, in order to verify whether the teaching with anxiety relief was better at the ability improvement, there was another test. In the test, the test material is the questions of reading comprehension of English college entrance examination in Jiangsu province in 2015. The part of reading comprehension includes 5 passage. There are 20 questions with four  four options provided and there are 40 points.

3.6 Procedures

Step1 To prepare for the questionnaires
    About the design of questionnaires, the author has given the specific explanation .  
Step2 Based on the principles of scientific nature and feasibility, to determine the research subject.
Step3 Teacher questionnaire surveys were carried out in the educational research group at the meeting, issued on the spot, to recover on the spot. Recovery was 100%. And questionnaires to English majors carried out in the classroom. The author makes simple explanation on the content at  first and then, to recover on the spot. Recovery was also100%. To validity check the recycling questionnaires and eliminate the invalid questionnaires.
   A few weeks before the experiment, the teacher explains to English majors in experimental class the definition and classification of the anxiety relief and then do some related training to make the English majors understand the concepts of anxiety relief and the importance in language learning, which is very important in future teaching. In the teaching experiments, the experimental class was taught as what the third chapter discussed to design the questions for teaching and training and develop the English majors' consciousness to anxiety relief. To develop English majors’ ability, the teacher applies the analysis of anxiety relief and showed the English majors how to use them.
Table 3-2  descriptive statistics of average class
 

	N	Mean	Standard deviation
Before test   Effective N（list status ）	40   40	25.2500	3.41002

 
The statistic analysis of of the experimental class is as follows:
 
 
 
 
Table 3-3  descriptive statistics of experimental class
 

	N	Mean	Standard deviation
Before test   Effective N（list status ）	40   40	24.7500	3.02765

           
 3-4  frequency distribution table of experimental class（class 6）
 
                           The score before the experiment
                     

	Frequency	Percentage	Effective percentage	Accumulative perception
Effective 18.00	1		2.5	2.5
		2.1
20	3	6.3	7.5	10.0
22.00	7	14.6	17.5	27.5
24.00	11	22.9	27.5	55.0
26.00	9	18.8	22.5	77.5
28.00	6	12.5	15.0	92.5
30.00	2	4.2	5.0	97.5
32.00	1	2.1	2.5	100.0
Total	40	83.3	100.0
Missing  system	8	16.7
Total	48	100.0

 
   In table 4.2 and 4.3 , it can be found that in the two class, the Means are: class 5 = 25.25; class 6 = 24.75. There is only 0.5 between the two classes and it can be found that class 5 is a bit better than class 6. From the frequency distribution, it can be found that there are 3 English majors who got more than 30 points; there are more English majors who got 26-28 scores; and there is only 1 student under 20 points. This shows that in the experimental class, there are few English majors who got higher score and lower score. The scores were normally distributed.
   After a teaching experiment a semester, this study was carried out on in two classes to compare the test result again. Here is independent sample t-test. The results are shown in table 4.5.
 
Table 4.5 the post-experiment achievement of independent sample t-test of reading comprehension between experimental and average class
 
                           Group statistics 
 

class	N	Mean
Post- experiment achievement   Class 5                            Class 6	40	26.0000
	40	29.0500

 
   In table 4.2 and 4.3 , it can be found that in the two class, the Means are: class 5 = 26.0; class 6 = 29.05. There is 3.05 between the two classes and it can be found that class 5 is far better than class 6. From the frequency distribution, it can be found that in the experimental class there are 11 English majors who got more than 30 points there are more English majors who got 20-30 scores. This shows that in the experimental class, many English majors got improvement in the reading comprehension.

4 Results and Discussion   

4.1 Background Information of Subjects

       The subjects in the study are English majors in college schools who are from Grade 3 in School of Foreign Languages, Guangzhou University of Traditional Chinese Medicine. Before investigation, they have just finished their English monthly examinations. 50 English majors are from a secretarial class and 50 English majors are from a kindergarten teacher class. Some English majors from rural and some are from urban English majors, but they are similar in ages. They all come from the same district, their native language is Chinese and their target language is English. Before they entered the college school, they had all taken the same entrance examination-- graduation level examination of colleges and their scores were on the several different levels. This school makes class-grouping according to their interests but makes sure that each class has the similar proportion of college-score English majors and low-score ones. These two classes in this investigation are both in Grade one. Thus, they could represent the average level of English majors in college schools.
Undergo similar studying experience under the same system, they can be regarded as representatives of this research. Therefore, this study will depict a comprehensive picture of English majors in college schools English learners’ reading psychology identification ability. The English majors are at the ages from 19-20. In the two classes, all the English majors are girls. They were not very good at study so they came to the college school but they have learned English for 8 years and have mastered some knowledge, that is, they are in the intermediate level, so the experiment can be conducted freely. 

4.2 Relationship between Reading level and Reading anxiety

   Based on the analysis of the data above, it can be found that after the anxiety relief used in the teaching, the reading scores in experimental class increase quickly and reading scores are significantly higher than that in average class. It is confirmed that the teaching combined with anxiety relief can promote the effectiveness of the English reading teaching in college and can better improve English majors' reading ability in senior school.
   The teaching combined with anxiety relief can promote the English majors’ ability is because on the one hand, some polymerization of words and phrases can help the English majors to find the details to understand the article; on the other hand the anxiety relief of the sentence frame and tip structure can help English majors grasp the articles as a whole. It includes the great process of top-down and bottom-up micro process. The process is organized by interaction of knowledge and contextual knowledge, which is helpful to achieve the aim of understanding discourse and conforms to the characteristics of the interactive model of reading comprehension. And it is a very good ability of adverageization to promote English majors' comprehension and information in the discourse. This is why English majors in experimental class improved obviously.
   On the other hand, teaching combined with anxiety relief shows a direct effect on English study. First, the units of anxiety relief are better than the single words, so when the English majors are reading, they can grasp more information and can better understand the text. Second, the exercises related to the anxiety relief can broaden the English majors’ ability in vocabulary, which is helpful for other skills.
   The pragmatic functions and the characteristics of integrity of anxiety relief can effectively avoid the mistakes of English majors when they use the language, which can help the English majors got comprehensive improvement in English study.
    Widdowson (1989) once said that structure method was centered with analysis and it was not helpful to the communication ability because it put focus on the usage; the communicative approach is centered with communication, it relatively neglected the analysis. 
    In order to avoid the tendency of these two extremes, it is necessary to find a better way to make good use of them to make the English majors can learn language knowledge well as well as improve their communicative ability. A anxiety relief used as a basic unit of teaching is effective to overcome the shortcomings of the two kinds of teaching ideas. That is why the experimental class is remarkable.
   There are numerous and widespread anxiety relief in language. For teachers, how to choose anxiety relief? How to teach these anxiety relief in order to make it easier for English majors to learn? These problems are especially important. Lewis founded vocabulary teaching method can be used because it is of frequency and integrity of vocabulary combination. These are two important criteria of anxiety relief. Lexical anxiety relief can be the third criteria of language. When teachers teach lexical anxiety relief, they should choose some anxiety relief which are used more in the text. Interpretation of the anxiety relief can provide rich, vivid and close materials in life, which can make English majors find easy to learn and easy to use the example to help themselves to deepen understanding and memory.
    The teacher should encourage English majors to make sentences with some anxiety relief according to some rules. When the sentences that the English majors make come up, the teacher should evaluate the sentences and give some suggestions to make the sentences perfect. In this way, the English majors can have chances to command more anxiety relief. Of course, in this process, the English majors can develop their thinking to be logical and reasonable. They will learn that they should not only pay attention to the isolated words but some anxiety relief that are of significance and learn how to learn English by the units of anxiety relief not by some isolated words. In this way, they can develop their thinking of English and avoid the barrier of the mother tongue.  
  Anxiety relief plays a very pragmatic functions in classroom teaching. When the teacher is in the interpretation of the anxiety relief, he should create the situation as far as possible, which will make the interpretation of specific anxiety relief come in contact with the corresponding context, so that the English majors can learn words in communication. Some studies show, that the more anxiety relief got in the communication, the easier the English majors feel to understand, use and extract the anxiety relief skillfully.
   Though the teaching combined with the usage of anxiety relief which is based on a unit of language shows obvious advantages, many people worry about that lexical anxiety relief can lead to mechanical imitation, the rigidity of the language and thus affect the creativity in the language study. In fact, in the early stages of language acquisition, there is much imitation and paraphrase. In the process of acquisition of the anxiety relief, the English majors will gradually master the composition of anxiety relief and  the law in them. In addition, some people think that if the English majors can not make proper use of the anxiety relief, they will make pragmatic mistakes. Therefore, when studying the anxiety relief, English majors do no need to analyze the structure of anxiety relief, but attempt to understand the meaning of anxiety relief and pragmatic environment, so the English majors can avoid pragmatic errors.
   Cultural barriers are one of the main obstacles when Chinese English majors read English books. In English reading, culture and language are inseparable. Language is the carrier, not only bearing the language information but also bearing the cultural information. Vocabulary is the basic structure of language and it is the backbone of the existing language system, thus the national culture in vocabulary is vivid.
    In the process of learning English, the contact and understanding of English national culture are not only beneficial to the understanding and use of English, but also conducive to deepening the understanding of the Chinese nation excellent traditional culture and love. They are also of benefit to the influence of the advanced culture belonging to all mankind ans beneficial to train student’ consciousness of the world. In the teaching, teachers should gradually expand the content and scope of cultural knowledge according to student's age characteristic and the cognitive ability. The English cultural knowledge involved in the teaching should be closely related to English majors' study and life, and arouse the English majors' interest in learning English.
    English anxiety relief is an important part of English vocabulary. Therefore, in classroom teaching, when the teacher is teaching anxiety relief, he should strengthen the interpretation of the cultural connotation. In this way, they can help English majors understand the anxiety relief well because the anxiety relief are more conducive to the improvement of reading ability of English majors. In addition, the teacher can not provide enough reading material, so they should encourage English majors to read widely to expand their reading and vocabulary. With different contents on different styles in different materials, the English majors can accumulate background knowledge, promote their own reading ability.
   Chinese English majors are affected by the traditional method in language learning. They are used to reciting the text. After memorizing some sentences, they will use them in some occasions. In China, there is a saying that if one can recite 300 poems, he can write a poem. With the concept,  in the early stages of learning, English majors accept all kinds of reading materials and then try to use them freely.
   To use the language freely, one needs to fully absorb the language and get familiar with the language knowledge. Only in this way, can the language be likely to come up. So, in the form of lexical anxiety relief, a lot of memorization and recitation of any language can be used and then to be mastered and created. The method is very suitable for Chinese English majors to follow.
   Memory and recitation is a traditional way for Chinese English majors. In the college, this method is particularly important. The English majors' English composition is not organized by standard English, because the English majors have no rich anxiety relief. If they have enough anxiety relief, for example,transitional complex sentence and skilled sentences, they can write an article logically. In the same time, if the English majors have a command of a lot of skilled anxiety relief, they will avoid some mistakes. Therefore, teachers should make good use of the memory and recitation that the Chinese English majors are good to enhance their anxiety relief.

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