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Influence of Anxiety on English Listening Comprehension

论文作者:英语论文论文属性:职称论文 Scholarship Papers登出时间:2010-02-25编辑:lisa点击率:22789

论文字数:2000论文编号:org201002250935345573语种:英语论文 English地区:中国价格:免费论文

关键词:listening comprehensionanxietyEnglish majors

Abstract: The present research made an investigation on students’ anxiety in English listening comprehension by using quantitative study and qualitative study. The subjects are 82 freshmen of English majors in Xinzhou Teachers’ University. A modified foreign language listening anxiety questionnaire has been administered to examine the subjects’ listening anxiety level, and a series of interviews have been used for exploring the sources of anxiety deeply. Through thorough analyses, the paper arrives at the following conclusion: (1) the freshmen of English majors do experience a little higher listening anxiety; (2) there exists a significantly negative correlation between anxiety and listening comprehension; (3) lack of confidence and listening strategies, characteristics of listening comprehension and materials as well as fear of negative evaluation are the main sources.
ⅠIntroduction
1.1 Literature Review
1.1.1 Anxiety in Language Learning
In recent years, more and more foreign language researchers have taken learner variables, especially affective factors into consideration. 本论文英语论文网www.51lunwen.org整理提供“Among the affective factors influencing language learning, anxiety ranks high”(Arnold, 1999: 59 qtd. in Song Yan, 2005). Its importance has led to significant researches and discussions from different perspectives.
“Psychologically speaking, anxiety refers to the intense and enduring negative feeling caused by vague and dangerous stimuli from the outside as well as the unpleasant emotional experience involved, such as anticipation, irritation and fear” (Wen Weiping, 1998: 47 qtd. in Song Yan, 2005), while language anxiety is the fear or apprehension occurring when a learner is expected to perform in the second or foreign language (Horwitz, Horwitz and Cope, 1986; Macintyre and Gardner, 1995 qtd. in Chen Yanjun, 2005). It is associated with feelings such as uneasiness, frustration, self-doubt, apprehension and tension.
1.1.2 A Review of Foreign Language Anxiety (FLA) 
Early researches, concerning the influence of anxiety on language learning achievements, can be dated back to 1940s. However, as summarized by Young, “Early researches in the area of anxiety as it relates to Second Language or foreign language learning and performance were scattered and inconclusive”(1991: 427 qtd. in Chen Yanjun, 2005).
Since the 1980s, the anxiety research has experienced a breakthrough. Horwitz et al. were the first to treat FLA as a separate and distinct phenomenon particular to language learning (ibid). They designed the Foreign Language Classroom Anxiety Scale (FLCAS) as a standard instrument to do researches on FLA. From then on, the FLCAS has been adopted by a lot of studies, like Philips (1992), Aida (1994), Liu (2001) and these studies on FLA show that anxiety negatively correlates with language learning.
Compared to the rich and productive studies conducted by western researchers, there is inadequate FLA research in China. Chen Jie (1997), Wang Xuemei (2001), Hao Mei (2001), and Yang Jin (2000) etc. have studied the influence of anxiety on English learning separately.
In general, studies on language learning anxiety have developed to a more mature stage.
1.1.3 Studies on Foreign Language Listening Anxiety (FLLA) at Home and Abroad
Most researchers have paid much attention to the influence of general foreign language anxiety on learners’ performance, but little to the study of specific language-skill anxie论文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。

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