An Experimental Study of Chinese English Major Students’ Listening Anxiety of Classroom Learning Activity at the University Level

Abstract

Foreign language anxiety is one of the best predictors in accounting for individual differences in language learning success in SLA, and that it is proved to be one of the most essential and influential affective factors. The present study adopts English listening tests and questionnaire to conduct a survey on English listening classroom anxiety with 125 English majors as its subjects. The results show that there exist certain negative correlations both between English listening classroom anxiety and listening achievement. This thesis investigates the influence anxiety has on listening comprehension, explores the potential sources of foreign language listening anxiety, and puts forward some coping strategies from various aspects such as learners' psychology, teaching techniques, etc. in a hope to create a low-anxiety classroom atmosphere, and help to improve students' listening performance and proficiency in a most favorable affective state.