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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.

alysis between LP and learners’ background factorsshows that LP has significant positive correlation with subjects’ major, and the further one-way ANOVAproved the significant differences of LP among majors.Third, the description analysis of FLLACSS and the analysis of interview show that students knewlittle about listening strategies or they are not aware of the strategies they are using in terms. In that case,English listening teachers should teach more strategies coping with listening anxiety.

5.2 Implications of the Study
This thesis is designed to investigate non-English major freshmen’ s listening anxiety and thecorrelations of students’ listening anxiety, coping strategies, background factors and their listeningproficiency in newly-built-college. Despite the potential limitations, the findings of the present studymight shed some light on the issues of affective factors in foreign language learning. Followingpedagogical implications are provided to decrease the negative effects of foreign listening anxiety.First, teachers should be aware of the existence of listening anxiety and they should let theirstudents recognize that the foreign language is an unavoidable factor influencing their listeningperformance. Then they can explain to the students the fact that listening anxiety is shared by nearlyeveryone. Teacher’s sympathetic attitude towards the listening anxiety problems of students wouldmotivate them to overcome their debilitating anxiety.Second, English teachers should help students build up self-confidence. The results of this studyshow that, for Chinese university students, personal character is a most important determination of thelistening anxiety and actual performance. Self-confidence is an attitude which allows individuals tohave positive yet realistic views of themselves and their situations. People who are confident will trusttheir listening proficiencies. People who are not self-confident will fear of failures and tend to escapethe listening task. Teachers can help students by bring students into discussions of the English listeningprocess, adjusting teaching methods; helping students recognize that they can get better listeningproficiency.Third, considering female students behave higher anxiety than male students while listening, butthey get better listening proficiency and use more strategies, which means this kind of anxiety isfacilitating anxiety and teachers should encourage it. And for males students who would like to escapefrom their listening task because of no motivation, debilitating anxiety and less use of listeningstrategies, teachers should improving their encourage them in order to ensure that all students realizetheir potential. So, in order to make listening less stressful, English teachers need to do moreexploration of facilitating anxiety level, especially of strategy training.Forth, from the analysis of interview, the author has found that their lack of effective listeningstrategies is an important factor makes them feel frustrated and nervous in listening. Even all theEnglish teachers mentioned that they have introduced many strategies about listening that are notenough. There is no systematic, comprehensive and practicable instruction on listening strategies.Fifth, English listening teachers should not only try to improve the English proficiency of studentsbut also introduce the culture of English speaking countries. This kind of background knowledge canhelp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。