العلاقة بين القلق اللغوي القرائي في اللغة الفرنسية و الكفاءة الذاتية القرائية و الإستيعاب القرائي لدى طلبة قسم اللغة الفرنسية بجامعة دمشق

Abstract EN

This study aimed at investigating the relationship between French language reading anxiety, reading self-efficacy and reading comprehension.

The sample consisted of (290) students of the second class of French Language Department in Damascus University, stratified randomly selected during the first semester (2012/2013).

To collect the data, three scales were used including: Foreign Language Reading Anxiety Scale (FLRAS) developed by (Saito, Horwitz, & Garza, 1999); French Reading Self-Efficacy Scale (FRSES); and French Reading Comprehension Test (FRCT) developed by the Researcher.

The results revealed that the level of student's language reading anxiety, reading self-efficacy, and reading comprehension were moderate.

Results revealed that there is not a statistically significant differences in language reading anxiety, reading self-efficacy, and reading comprehension due to the gender.

They revealed a significant negative correlation between "language reading anxiety" and reading self-efficacy, and reading comprehension.

Also a significant positive correlation between reading self-efficacy and reading comprehension.