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摘要：For the last thirty years, research findings both at home and abroad have revealed that most Englishlearners are likely to be anxious in the listening process; language anxiety, as one of the key factors toevaluate English learners’ learning performance, to some degree, is relational with their achievement.The author of this thesis, when she was teaching in a newly-built-college, also has found that themajority of students have the appearance of anxiety in her listening classes.

nt position of the students inlearning has been widely recognized. At the same time students’ individual differences as the main partin learning drew more and more attention. Among them, the emotional factors as an important factoraffecting English learning also drew more and more researchers’ attention. Emotional factors containaspects such as motivation, interests, attitudes, self-confidence, and anxiety and so on. Researchersgenerally believe that anxiety is one of the psychological variables most indicated learning.Listening comprehension is crucial to English learning, but the subject area remained to be youngand merits more attention. Let alone researches study in listening anxiety, which was a younger subjectin listening comprehension. As listening plays a very important role in language learning and theexamination of CET also calls for a good command of listening. The study on listening comprehensionwill be essential and the emotional factor of it can be a positive aspect of development. For that reason,researches about students’ listening anxiety and how to deal with it should be thriving.Being a College English teacher, the author finds that there are some special factors innewly-built-college which may influence students English listening anxiety, say, the students’background. The students in newly-built-college mainly came from local cities or uptown, that meansthem may get used to a relatively more traditional education curriculum. Most of them, especially thefirst year students, may feel difficult to cope with the intensive training of College English. They mayalso be lack of training in English listening and speaking. When they entered into college, they mightfind great confusion with their English study especially listening comprehension (Xu Li, 1991). In thatcase, what is the physical truth of students’ English listening anxiety in newly-built-college? Will theyfeel more anxiety than normal University students compare with normal University students?As previous researches on listening anxiety in China are all take normal College students assubjects, this study is designed to exam one of the emotional factor, anxiety, worked in studentslistening comprehension, particularly on the first year students in newly-built-college who arenon-English majors. In our country now existing 208 newly-built-colleges, accounts for about one-thirdof normal universities and colleges of undergraduate course (Pan Maoyuan, 2007). Compared with theold universities and colleges of undergraduate course, newly-built-colleges are lack in the source ofstudents, teachers, school running conditions, also social influence etc. As for the characters of newlyfounded Colleges and Universities, a more specific study on English listening anxiety would beextremely urgent.The purpose of this study is to find the essential factors work in listening anxiety and what resultsmay be caused by listening anxiety. Also, the study aims at how to deal with listening anxiety whichmay help college students in newly-built-college to find the way of improve their English listening skilland to build a right belief of English listening anxiety. At the same time, it may work as a referencesource for College English teacher in newly-built-college to deal with students’ listening anxiety.

1.3 Organization of the study
This thesis consists of five chapters.Chapter One is the introduction which mainly introduces the background of the study本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。