非英语专业大学生英语听力焦虑的研究_英语论文.doc

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Abstract

 

Listening, the input and comprehension of information, plays a basic role in English learning. However, many empirical studies indicate that English learners experience high-degree anxiety in listening training, in this paper I call it listening anxiety, which obstructs their English learning,.

To help Chinese non-English majors to reduce anxiety in listening training and improve listening ability, this paper will give a more comprehensive discussion on the current situation and causes of anxiety in listening training of Chinese non-English majors and finally provide some suggestions.

This is an empirical study by means of questionnaire survey and interview. The subjects selected are 100 third-year non-English majors in Jiangsu Second Normal University.

The study suggests that anxiety in listening training is a universal phenomenon among Chinese non-English majors. The existence of anxiety in listening training is mainly caused by the learner’s academic background information, the use of listening strategies and learning environment.

Therefore, to relieve anxiety in listening training and enhance listening ability, here are some suggestions for the learners: 1. keep doing listening training; 2. accumulating English academic knowledge and current politics; 3. learning to employ listening strategies 4. training listening ability under a relaxed environment with confidence.

 

Key words: listening anxiety; non-English majors; causes; suggestions

 

Contents

Abstract

中文摘要

1.Introduction1

2.Literature Review2

2.1 Introduction of anxiety2

2.2 Introduction of foreign language listening anxiety.3

2.3 Researches on listening anxiety.4

2.3.1 Foreign researches on listening anxiety.4

2.3.2 Domestic researches on listening anxiety.4

3.Research Design .5

3.1 Subjects.5

3.2 Instruments 6

3.2.1 The Foreign Language Listening Anxiety Scale (FLLAS)6

3.2.2 Background Information Questionnaire (BIQ)6

3.2.3 Face-to-face interview7

3.3 Data collection procedures7

4.Results and Discussions.7

4.1 Analysis of the subjects’ listening anxiety7

4.2 Analysis of the relationship between subjects’ academic background information and listening anxiety7

4.3 Analysis of the relationship between listening strategies and listening anxiety.9

4.4 Analysis of the relationship between negative judgments and listening anxiety 10

5. Conclusion10

5.1 Major findings 11

5.2 Suggestions11

References.12

Appendix I Questionairs.13

 
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