DOC《外国语学院英语系》

to probe the relationship between students'

listening anxiety and listening proficiency;

to look out the main elements of listening anxiety and the impacts of listening anxiety elements on listening proficiency;

2) to examine the effects of specific demographic variables on listening anxiety and listening proficiency and to find out the influence of listening strategies anxiety and on listening anxiety;

1.2 Significance of the present thesis Since the Foreign Language Classroom Anxiety Scale (FLCAS) was designed and published by Horwitz et al. (1986), research on foreign language anxiety has been made great process. Researchers and educators all agree that foreign language anxiety plays an important role in foreign language learning. In the past years, research on foreign language anxiety has been united several special language skills. For instance, listening, reading, speaking, writing and translating. It is quite different. Some researchers speaking, reading, writing and translating is quite different. As everyone knows, listening comprehension proves to be anxiety-arousing and the debilitating anxiety prevents the learners from taking in the message contained in the listening materials. Therefore, it is no doubt to say that the issue of listening comprehension anxiety is worth more detailed research. For one thing, listening anxiety universally lies in the listening comprehension process;

for another thing, listening comprehension strategies should be used appropriately to solve the problem of listening anxiety so that listening level of language learners can be enhanced. The significance of the present study is as follows: firstly, it can help Chinese foreign language learners notice foreign language listening anxiety and their own listening level and it can help learners know how to reduce their listening anxiety and to increase their listening level by using appropriate listening comprehension strategies. Secondly, learners use different listening anxieties because of different listening strategies, so they form different listening level. This is a cycling process. It is of great importance to create a low-anxiety and supportive classroom environment that facilitates language learning. In the end, this thesis is thought that it can help foreign language teachers to know the harmfulness of listening anxiety and the importance of listening strategy instruction and training and make foreign language learners aware of the role of listening........