毕业论文摘要中译英（暂定50金币，麻烦先帮忙翻译，价钱可以再商量）
摘 要阅读是一个复杂的过程，它有很多心理因素参与，焦虑是其中的一种。研究表明，阅读学习的过度焦虑会影响阅读的效果。Saito等调查了383名法、日、俄语学习者，探讨外语阅读焦虑状况。研究结果显示，阅读外语能产生焦虑，且阅读焦虑因目的语的不同而不同；阅读焦虑与学习成绩负相关；当学生感觉阅读材料很难时，阅读焦虑会升高。邓欢通过实验和数据分析的方法研究62名英语专业中国大学生的阅读焦虑与英语阅读效率的关系发现，焦虑情绪对阅读效率既会产生正面影响，也会产生负面影响，适度焦虑有利于提高阅读效率。实际上，对于母语的阅读学习，中学生同样存在过度焦虑的问题。2006年9月，调查了广州市天河区天荣中学初二（8）班的全体同学，共46名，男生28名，女生18名，年龄均为13岁，均住于天河区。采用Saito等制作的外语阅读焦虑量表测得学生普遍存在阅读过度焦虑，语文阅读焦虑最大值为91．00，最小值为38．00，标准差为11．634，平均分为62．61，高于Saito等的研究结果（法53．14，日56，俄47．64）超过中间值60，根据频数统计，84．8%的学生处于中等以上焦虑程度。另外，对阅读焦虑与阅读成绩的相关分析结果表明，阅读焦虑与语文成绩显著负相关，相关系数为-.371，显著性P=.014∠.05（表2）。这说明，阅读焦虑在一定程度上阻碍学生的语文学习。中学生语文阅读过度焦虑是指由于心理不成熟、知识经验不够、教学方法不良等因素，中学生在语文阅读教学过程中产生的一种恐惧不安的紧张心理，这种心理状态会给教学造成极大的负面影响，教师在教学过程中应该给予相当的重视。引起阅读过度焦虑的原因有很多，其中中学生青春期的心理特征、外界对中学生提出的阅读要求、教师教学方法和评价方法是否恰当、教师授课情绪是否稳定、师生、文本间视野是否融合等因素，都会使过度焦虑产生。针对以上原因，要解决这个问题，就必须要进行精神锻炼，增强学生的自信心，同时，还要锻炼学生解决阅读难题的意志力，并运用多种教学形式授课，吸引学生注意力，培养学生的阅读兴趣，并通过多种渠道提高学生阅读学习的效率，减少他们的心理负担以缓解焦虑情绪，最后，还可以利用营造课堂气氛的方法，给学生松绑，让他们在愉悦的环境中学习以消除焦虑。经过一年的实践，事实证明以上的方法是有效的。2007年7月，再用Saito制的阅读焦虑量表对初二（8）班46名同学进行测试，经两个学期的教学，学生阅读焦虑的各项状况有明显降低的趋势，与第一次测得的结果比较，均值降低了10.3，标准差也降低了1.371。另外，把初二（8）班2006年7月（初一下学期）与2007年7月天河区统考成绩作比较，得出F值是3.165，显著值P=.032∠.05，这表明语文阅读焦虑水平较低时，阅读成绩较好。这样也证明了采用本文提出的教学方法不仅可以消除中学生语文阅读焦虑，同时可以提高学生的语文成绩。
关键词 语文阅读 焦虑 摘 要
Abastract
阅读是一个复杂的过程，它有很多心理因素参与，焦虑是其中的一种。
Reading is a complecated process with many psychological factors involved, and anxiety is one of them.
研究表明，阅读学习的过度焦虑会影响阅读的效果。Saito等调查了383名法、日、俄语学习者，探讨外语阅读焦虑状况。研究结果显示，阅读外语能产生焦虑，且阅读焦虑因目的语的不同而不同；阅读焦虑与学习成绩负相关；当学生感觉阅读材料很难时，阅读焦虑会升高。
Studies showed that overwhelming anxiety in reading affects the effect of reading. Saito investigated 383 learners of France, Japanese and Russian language, to explore the anxiety in foreign language reading. The result showed that, reading in foreign language produces anxiety, and the levels of anxiety differs with different language; the anxiety is nagetively related to the grade of learning; and the anxiety is intensified when students feel the reading materials is difficult.
邓欢通过实验和数据分析的方法研究62名英语专业中国大学生的阅读焦虑与英语阅读效率的关系发现，焦虑情绪对阅读效率既会产生正面影响，也会产生负面影响，适度焦虑有利于提高阅读效率。
Deng Huan studied the relationship of reading efficiency and reading anxiety in 62 Chinese English major college students, using experimental and data analysis method. Found out that, anxiety emotions can have both positive and nagetive effects to reading efficiency, and appropriate anxiety can improve reading efficiency.
太长了。。。。以后再继续
另外，lz最起码要给些主要的专业词汇，还能好翻译些，毕竟不是所有人都熟悉这个专业领域 麻烦楼主继续帮忙，因为这是朋友的学位论文，她1号要交导师，她的摘要确实太长，但是事已至此，还望你有空继续相助！！最好在25号能搞定，这样打印校正装订才不致太仓促！！ 摘 要
Abastract
阅读是一个复杂的过程，它有很多心理因素参与，焦虑是其中的一种。
Reading is a complicated process with many psychological factors involved, and anxiety is one of them.
研究表明，阅读学习的过度焦虑会影响阅读的效果。Saito等调查了383名法、日、俄语学习者，探讨外语阅读焦虑状况。研究结果显示，阅读外语能产生焦虑，且阅读焦虑因目的语的不同而不同；阅读焦虑与学习成绩负相关；当学生感觉阅读材料很难时，阅读焦虑会升高。
Studies showed that excessive anxiety in reading influences the reading efficiency. Saito investigated 383 learners of French, Japanese and Russian, to explore the foreign language reading anxiety. The result showed that, reading in foreign language produces anxiety, and the levels of anxiety differs with different target language; the anxiety is negatively related to the grade of learning; and the anxiety is intensified when students feel the reading materials is difficult.
邓欢通过实验和数据分析的方法研究62名英语专业中国大学生的阅读焦虑与英语阅读效率的关系发现，焦虑情绪对阅读效率既会产生正面影响，也会产生负面影响，适度焦虑有利于提高阅读效率。
Using experimental and data analysis method, Deng Huan studied the relationship of reading efficiency and reading anxiety in 62 Chinese English major college students, found out that anxiety emotions can have both positive and negative effects to reading efficiency, and appropriate anxiety can improve reading efficiency.
实际上，对于母语的阅读学习，中学生同样存在过度焦虑的问题。2006年 9月，调查了广州市天河区天荣中学初二（8）班的全体同学，共46名，男生28名，女生18名，年龄均为13岁，均住于天河区。采用Saito等制作的外语阅读焦虑量表测得学生普遍存在阅读过度焦虑，语文阅读焦虑最大值为91．00，最小值为38．00，标准差为11．634，平均分为62．61，高于 Saito等的研究结果（法53．14，日56，俄47．64）超过中间值60，根据频数统计，84．8%的学生处于中等以上焦虑程度。
In fact, excessive anxiety problems also exist even with reading in mother language for middle school students. Investigation was carried out in TianRong Middle School, grade 2, class 8, Tianhe District, Guangzhou City, with all 46 students as testers, among them 28 male, 18 female, average age 13, all residents of Tianhe District. Anxiety in Chinese reading were measured using the Foreign Language Reading Anxiety Scale (FLRAS) Table developed by Saito, and the result showed that reading anxiety are commonly existed; the maximum reading anxiety scale is 91.00, the minimum is 38.00, the standard deviation is 11.634, and the mean of reading anxiety scales is 62.61, which is higher than Saito's research result (53.14 for French learner, 56 for Japanese and 47.64 for Russian). According to the frequency statistics, 84.8% students are higher than the moderate reading anxiety scale.
另外，对阅读焦虑与阅读成绩的相关分析结果表明，阅读焦虑与语文成绩显著负相关，相关系数为-.371，显著性P=.014∠.05（表2）。这说明，阅读焦虑在一定程度上阻碍学生的语文学习。
And according to correlation analysis of reading anxiety and reading scores, the reading anxiety is negatively related to the Chinese exam scores, correlation coefficient is -0.371, significance P = 0.014 < 0.05. This result indicated that, reading anxiety obstructed the students' Chinese learning in some extent.
中学生语文阅读过度焦虑是指由于心理不成熟、知识经验不够、教学方法不良等因素，中学生在语文阅读教学过程中产生的一种恐惧不安的紧张心理，这种心理状态会给教学造成极大的负面影响，教师在教学过程中应该给予相当的重视。
Excessive reading anxiety of middle-school students in Chinese reading class is a kind of mental tension, caused by psychological immature, knowledge and experience insufficiency, or inappropriate teaching methods. This kind of mental status has tremendous negative influence on teaching effect, which needs teachers’ serious attention.
引起阅读过度焦虑的原因有很多，其中中学生青春期的心理特征、外界对中学生提出的阅读要求、教师教学方法和评价方法是否恰当、教师授课情绪是否稳定、师生、文本间视野是否融合等因素，都会使过度焦虑产生。
There are several reasons which cause excessive reading anxiety, such as puberty psychological characteristic of middle-school students, external expectations and pressures to their reading, appropriateness of teachers’ teaching and evaluation methods, teachers’ emotional status during the class, and the synchronization of field of vision amongst the teachers, students and the reading materials.
针对以上原因，要解决这个问题，就必须要进行精神锻炼，增强学生的自信心，同时，还要锻炼学生解决阅读难题的意志力，并运用多种教学形式授课，吸引学生注意力，培养学生的阅读兴趣，并通过多种渠道提高学生阅读学习的效率，减少他们的心理负担以缓解焦虑情绪，最后，还可以利用营造课堂气氛的方法，给学生松绑，让他们在愉悦的环境中学习以消除焦虑。
Based on analysis of above reasons, several approaches were carried out to solve this problem, including mental exercises to strengthen the students’ self-confidence, improve their determination to face the reading difficulties; make use of various teaching form to draw students’ concentration, and to culture their interest in the reading; boost their reading efficiency through multiple channels to ease their psychological burden and relieve their worrying emotion; and lastly, create an relax and active class atmosphere, make a pleasant study environment to help student relieve their anxiety.
经过一年的实践，事实证明以上的方法是有效的。2007年7月，再用Saito制的阅读焦虑量表对初二（8）班46名同学进行测试，经两个学期的教学，学生阅读焦虑的各项状况有明显降低的趋势，与第一次测得的结果比较，均值降低了10.3，标准差也降低了1.371。另外，把初二（8）班2006年7月（初一下学期）与2007年7月天河区统考成绩作比较，得出F值是3.165，显著值P=.032∠.05，这表明语文阅读焦虑水平较低时，阅读成绩较好。这样也证明了采用本文提出的教学方法不仅可以消除中学生语文阅读焦虑，同时可以提高学生的语文成绩。
Above approaches were proved to be effective through one year teaching practice. In July, 2007, the Foreign Language Reading Anxiety Scale (FLRAS) Table developed by Saito were used again to test all the 46 students in grade 2, class 8. After two semesters of teaching, students’ reading anxiety reduced remarkably. Compared with the first test, the mean of Reading Anxiety Scales decreased 10.3, and standard deviation also decreased 1.371. Compare the scores of the two common examination of Tianhe District taken in July 2006 and July 2007 respectively, the F value is 3.165, significance P = 0.032 < 0.05, this result indicated that students get better reading score when anxiety level is lower. At the same time, it also proved that teaching approaches advanced in this paper could help student relieve their Chinese reading anxiety, and could improve the students’ Chinese exam scores in the meantime. 谦虚一下
虽然费了很大的力气
但本人不是很专业，很多地方汉语也不太懂，翻译的不好
lz看着给点财富吧
觉得不错，就多给点
呵呵
但估计用在论文摘要上还是够用了（毕竟很少有人会在英文摘要上特别较真，除非你是英语专业的， 呵呵）
那些地方不妥，还可以再探讨 关键词 语文阅读焦虑
keywords： ChineseReadingAnxiety 这是论文摘要吗，太长了吧。 Abstract:
Reading is a complicated process involved with many psychological factors, and anxiety is one of them. Studies showed that excess reading anxiety has an impact on the reading effect. Saito has investigated 383 French, Japanese as well Russian learners to study the anxiety in foreign language reading. The results showed that foreign languages reading can result in anxiety, which varies with the destination language; there is a relationship between reading anxiety and learning score; reading anxiety will increase when students think the reading materials are highly difficult. Deng Huan used the methods of experiments and data analysis to study the relationship between the reading anxiety of 62 college students in English major and English reading efficiency. It was found that anxiety has a positive as well as negative effect on the reading efficiency, and appropriate anxiety is helpful to the enhancement of reading efficiency. In fact, middle school students also have the problem of excess anxiety during the reading of mother tongue. In September, 2006, Deng Huan investigated all the 46 students in class 8, junior 2 of Tianrong Middle School in Tianhe District of Guangzhou City. The students included 28 boys and 18 girls with the even age of 13 years, and they all lived in Tianhe District. Deng Huan used the anxiety measurement table of foreign language reading to test the students and found that the students generally have excess anxiety. The maximum value, minimum value, standard deviation and average value of Chinese reading anxiety were 91.00, 38.00, 11.634 and 62.61, respectively. The average value was higher than that of Saito’s (French 53.14, Janpanese 56 and Russian 47.64), and it’s more than the mean vale of 60. According to the frequency statics, the anxiety degree of 84.8 percent of the students is higher than the medium. In addition, the analysis results of the correlation between reading anxiety and reading score showed that there is a negative correlation between reading anxiety and reading score, and the correlation coefficient and significance P were -.371 and .014∠.05（table 2）, respectively. It can be seen that reading anxiety, to some extent, counteracts the Chinese learning of the students. The excess Chinese reading anxiety of the middle school students refers to a terrified and nervous psychology produced by the middle school students during the Chinese reading teaching. It maybe results from such factors as the immature psychology, inadequate knowledge and experience, ill teaching methods, and so on. This psychology will have a tremendous effect on the Chinese teaching, so the teachers should attach great importance to it during the Chinese teaching. There are many factors that cause excess reading anxiety, and some of them are as follows: psychological characteristics of the puberty of the middle school students; the reading requirement from others; whether the teachers’ teaching and evaluation methods are correct; whether the mood of the teachers during teaching is stable; 师生、文本间视野是否融合. In order to resolve this problem, spirit exercises must be required to boost up the confidence of the students. Meanwhile, the willpower to resolving reading difficulties should also be exercised. The teachers should use various teaching methods to attract the attention of the students and to cultivate the reading interest of the students. Various ways should be used to enhance the reading efficiency of the students, so as to decrease their psychological burden and anxiety mood. Finally, the method of building class atmosphere can be used to relax the students, and let them study in a happy environment to eradicate the anxiety. The above methods were proved to be effective after one year’s practice. In July, 2007, after two semester’s teaching and learning, the 46 students in class 8, junior 2 were test using the reading anxiety table made by Saito. The various values of reading anxiety showed a decreasing trend. Compared with the results in the first test, the average value and standard deviation decreased by 10.3 and 1.371, respectively. In addition, when the score of the students in class 8, junior 2 in July, 2006 (the second half semester of Junior 1) was compared with that of the students in July, 2007, it was found that the F value and significance P were 3.165 and .032∠.05, respectively, which demonstrated that the reading score is better when the Chinese reading anxiety level is lower. It also proved that the teaching methods presented in this paper can not only eradicate the Chinese reading anxiety of the middle school students, but also enhance the Chinese score of the students.
Key words: Chinese, Reading, Anxiety excess of anxiety 或 excessive anxiety = 过度焦虑
excess用作形容词的意思和extra相同 = 额外的 谢谢两位的帮忙，发现自己的现金（总共已经付出45个财富）不够，想多给点财富给您，可是银行的2300个财富要到2008年8月份到期，如果取出来，会少很多利息！
我会再给二位每人10财富，也就说再总共奖励2位20财富，等过多几个星期，我就会赚到的！
我一定会兑现这个承诺的！ 有人画蛇
就有人添足
添足的也可以拿财富嘎
不过lz愿意给
我也不反对
看你态度诚恳
也经历过
深知写学位论文的煎熬
才肯助人为乐
看看专业翻译要多少人民币
（其实这个摘要真的不好翻译，尤其是哪些汉语意思一打眼明白，仔细看不明白的地方）
所以建议lz2008年8月后
还是多赏些财富吧 呵呵，我翻译这个摘要并不是为了财富，楼主可以不用给了或取消评分
我没有看过xiao100的翻译，到现在还没看，因为看了怕影响自己的
我是以口译的方式翻译，大概用了半个小时，中译英比英译中容易多了
翻译本来就有多个版本，没有最好的，只是为了交流，何来画蛇与添足？ 非常谢谢两位！！！祝两位学习进步，身体健康！以后有了现金财富再谢谢两位！
两位朋友都是好人！
好了，此贴就此封贴，谢谢你们！！ gzlaser
其实我也没细看你的东东
可能错怪了
我收回添足之说 gzlaser
看来你也是个英语爱好者
关于你这段文字的翻译提一点建议
我觉得科技文章主要采用两种时态，用来突出它的客观性
用过去时描述研究的动作、过程
用一般现代时描述研究的结果
如果说得不对，请别笑话 我以为又将是一场腥风血雨，没想到这么快就化干戈为玉帛。
两位的气度确实值得我学习。 引用第14楼xiao100于2008-02-20 14:43发表的 :
我觉得科技文章主要采用两种时态，用来突出它的客观性
用过去时描述研究的动作、过程
用一般现代时描述研究的结果
.......
可能我翻译时不是很注意。
用过去时描述研究的动作、过程是肯定的，有时也用现在完成时。
用一般现在时描述研究的结果就不一定了。一般现在时表示研究结果是普遍有效、真理性的，不受时间限制，可以推广，其它人也可以重复。如果结果是在本次研究的的特定条件下才适用，则通常使用一般过去时态。 引用第15楼horky于2008-02-20 16:11发表的 :
我以为又将是一场腥风血雨，没想到这么快就化干戈为玉帛。
两位的气度确实值得我学习。
曾燕环
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发现你现在有现金了
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