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students process the information in listening materials thoroughly. In addition, teachers canencourage students to get the knowledge of the world including the cultural knowledge of their ownafter class, such as taking lectures, distributing leaflets on this kind of knowledge.In addition, in order to decrease the test anxiety of listening in Chinese context, both teachers andstudents should adopt a proper attitude towards test. Students can also take some pre-test activities toreduce their debility anxiety, such as taking deep breaths, enjoying some soft, peaceful music or take awalk.

 

5.3 Limitations and suggestions of the study
Although there are some useful findings in this study, limitations exist in the research methods andother aspects, which will be discussed below.Firstly, the scope of the subjects should tie expanded to the students with different background andfrom other newly-built-college in future studies so as to deepen our understanding of the phenomenonand provide more accurate information of listening anxiety. As for further studies, the structure of eachinner factor can be further analyzed with a larger population and the subjects can be from more thanthree majors.Secondly, the instrument of testing subject’ English listening proficiency should be more reliable.In this thesis, the author use listening scores of subjects’ English final examination in the first termwhich reliability and validity cannot be analyzed. And because of the anonymous feature of thequestionnaire, the listening scores are not one-to-one correspondence to each subject.Thirdly, the researcher only did a regional study of English listening anxiety in Shanxi province. Itwould be useful to conduct a longitudinal study as anxiety may vary by changing experience andlanguage proficiency. More attention should be paid to learners’ individual difference, environment,listening skills and so on.Forth, the present thesis did not investigate the factors influencing English listening anxiety ofEnglish listening teachers.

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