DOC《外国语学院英语系》

外国语学院英语系 英语学术论文写作课程论文 题目: Investigating non-major English listening anxiety 姓名:王姣霞 学号:201152010520 班级:2011级5班 日期:2013年12月评语成绩教师签名: Contests Abstract…i 摘要 ii 1.

Introduction…1 1.1 Background of the present thesis…1 1.2 Significance of the present thesis…2 2. Literature Review…3 2.1 Precious research on foreign language anxiety…3 2.1.1 Anxiety…3 2.1.2 Foreign language anxiety…4 2.1.3 Classification of foreign language anxiety…5 2.1.3.1 Input Anxiety, Processing Anxiety and Output Anxiety….5 2.1.3.2 Trait, State and Situation-specific Anxiety………………..5 2.1.3.3 Facilitating Anxiety and Debilitating Anxiety …………...6 2.1.4 Foreign language listening anxiety…6 2.2 Introduction of language learning strategies…8 2.2.1 Language learning strategies…8 2.2.2 Classification of language learning strategies………………..9 3. Research Design…10 3.1Research questions

11 3.2Subjects…11 3.3Instruments…11 3.3.1 Questionnaire…12 3.3.2 English Listening Anxiety Scale…12 3.3.3English Listening Strategies Skill Scale (ELSS)………………12 3.3.4 Background Information Questionnaire (BIQ)12 3.4 Date collection and date analysis procedures…13 4. Conclusion

17 References…19 Appendix…20 Abstract Most of non-English students feel anxiety. Listening score is low because of lacking of confidence、short of time to train listening and so on. This study research the type of listening anxiety, effect of listening anxiety and proposing some strategies in order to remit their anxiety. This paper concludes definition of anxiety, type of anxiety, the level of listening and learning strategies. This paper consists of four parts. We begin with the introduction to listening anxiety. Then we employ some famous researchers'

literature .In the third part, we use questionnaire as the instrument. The last part, we draw a brief conclusion. In general, college students exists experience listening anxiety, but the anxiety degree is not quite high (below

4 and above 3). The differences of anxiety degree in different groups vary considerably. The anxiety degree of female students is lower than male ones. Besides, we can know that high-anxiety group and low-anxiety group differ significantly in listening proficiency. It is active correlation between students'

anxiety and listening level;

the lower anxiety'

s students, their listening level more anxious students are during listening process. According to the findings, the paper gives some suggestions to both students and teachers. Students and teachers should make some measurements to improve listening. For example, Teachers should choose some property listening materials to train students in listening class and communicate themselves experience with students and know the students'

situation of learning. In term of students, they should try their best to understand listening material and ask question when they come difficulties in class, what'

s more, they should spent some time to train listening. Key words: listening anxiety;

classification of anxiety;

level of listening;

learning strategy;

female and male 摘要 摘要:大多数非英语专业的学生对听力或多或少都存在焦虑.由于缺乏自信和时间训练,英语听力成绩很低.这篇论文主要针对听力焦虑的类型及其产生的影响做了一些调查,并为了缓解学生的听力焦虑做了一些应对策略的研究.本论文包括了焦虑的内容,分类,学生的听力水平以及应对的策略. 该论文包括四部分.第一部分是关于各种焦虑的简单介绍,第二部分是引用的一些前任的参考文献,第三部分运用调查问卷做了一些简单的调查,第四部分为简明的结论论述. 调查数据显示,大学生都存在焦虑,但焦虑程度不很高,焦虑的程度在不同的群体是相当不同的,一般来说男性的焦虑高于女性的,听力焦虑的高低对听力的准却有一定的影响,焦虑的高低影响了学生的听力水平,低焦虑的人听力比较好. 根据调查,分别给老师和学生提出了一些应对焦虑的策略,他们应该对听力焦虑开始重视起来.例如:就学生而言,他们应该相信自己,竭尽所能理解课堂上老师训练听力材料,并且调整时间,腾出部分时间来加强听力水平.对于老师来说,应该选择一些难度适中的材料,并且时不时的与学生互动,了解学生的学习状况. 关键字:听力焦虑;