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corrected directly. Some students willbecome much more anxious when the exam is approaching. And some learnersmight be even more anxious with regard to the outcome of final exams. Manyresearchers have attempted to define anxiety for many years. However, they havereached no agreement. Spielberger sees anxiety as “the subjective feeling oftension, apprehension, nervousness, and worry associated with an arousal of theautonomic nervous system” (Spielberger, 1983, cited in Wilson, 2006: 41).MacIntyre defines anxiety as “the fear or apprehension occurring when a learneris expected to perform tasks, which is associated with the feelings such asuneasiness, frustration, self-doubt, apprehension and tension” (MacIntyre, 1994:44). Arnold holds that “anxiety is potentially the affective factor which impedesthe second language learning process to a large extent” (Arnold, 1999). Anxiety isa complex psychological conception consisting of many variables. It is a state ofuneasiness and apprehension or fear caused by the anticipation of somethingthreatening (Naomi Koba, Naoyoshi Ogawa &Dennis Wilkinson, 2000).
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2.2 Classifications of anxiety
Since there are different types of definition of anxiety given by the scholars,accordingly there are various versions of the classifications of anxiety. In thefollowing part, the author will expound them respectively. Three ways can be used to study the anxiety, which refers to trait anxiety,state anxiety and situation-specific anxiety. They are divided in terms of differentlanguage acquisition context.There is an obvious contrast between trait anxiety and state anxiety. Traitanxiety is the temporary, uncomfortable experience which occurs when a personfeels threatened in a given situation. Spielberger thinks that “trait anxiety is arather stable emotional state. In such condition a person suffers from frequent ormore intense anxiety than the majority of people. It suggests a stable dispositionto become anxious in a large number of different situations” (Spielberger，1983).According to Eysenck, “Trait anxiety varies in terms of how individuals haveaccustomed themselves to respond to and deal with the stress. What cause anxietyand stress in a person may not generate any anxiety in another. People who havehigh levels of trait anxiety are often stressed and anxious quite easily” (Eysenck,1979).
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Chapter 3 Research Methodology .......... 16
3.1 Research questions of the present study ........ 16
3.2 Research design ............... 17
3.3 Data analysis ............... 21
Chapter 4 Results and Discussions .............. 22
4.1 The analysis of the data of listening anxiety and interview .... 22
4.2 Correlation between English listening anxiety and listening proficiency ........ 26
4.3 Differences in English listening anxiety between male and female students ....... 27
4.4 Differences in English listening anxiety among students ……….  29
4.5 Differences between different motivations and listening anxiety ..... 34
Chapter 5 Conclusion ............... 37
5.1 Major findings of the study ............ 37
5.2 Implications for English teachers and students in universities .... 38
5.3 Limitations of the study and suggestions for further research ..... 39

Chapter 4 Results and Discussions

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