Foreign Language Annals · 1998 · 255 citations · 23 references
Language StudiesEducational PsychologyInstructionSecond Language EducationSecond Language LearningSecond Language TeachingAnxiety ManagementLanguage LearningListening ComprehensionListening SkillsSecond Language AcquisitionClassroom Listening InstructionForeign Language InstructionL2 Listening ComprehensionLanguage Learning AnxietyLearner AnxietyListening AnxietyListening PedagogyPedagogical Effectiveness
Listening‑comprehension anxiety is hard to detect yet debilitating, and effective listening requires active, strategic participation in a low‑anxiety classroom environment. The study aims to examine listening‑comprehension anxiety, identify its sources, and propose solutions. The authors collected students’ reports of LC‑anxiety sources and solutions and analyzed their pedagogical implications. They found that students identified specific sources of LC anxiety and suggested solutions, highlighting pedagogical implications.
ABSTRACT The anxiety that accompanies the listening comprehension (LC) task is difficult to detect, but potentially one of the most debilitating, because in order to interact verbally the listener must first understand what is being said. With the instructional emphasis on input processing, LC anxiety merits closer examination. Research shows that in order to be effective listeners, learners must be able to actively and strategically participate in the listening process within a low‐anxiety classroom environment. Recognizing the effect of anxiety on listening is the first step; the next is to uncover the sources of LC anxiety and propose solutions. This study presents the sources and solutions to LC anxiety as reported by foreign language students and discusses the pedagogical implications that relate to the results.
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Mary Emily Call, Alice Omaggio Hadley, Elizabeth Rieken · Modern Language Journal · 1994 · 937 citations
Education, Linguistics, Teaching +10