A Perceptual Study on Listening Anxiety among Chinese Learners of English
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The current study aims to investigate listening anxiety experienced in foreign language learning to offer some insight into the instruction of better listening performance as well as some empirical evidence to support future listening training. 188 first-year English majors at Datong University participated as the subjects in the research, and listening anxiety was examined by questionnaire with the 5-Likert Foreign Language Listening Anxiety Scale (FLLAS). Quantitative data are analyzed with SPSS13.0. Descriptive statistics, reliability analysis, and correlation analysis are used in the analysis. The reliability analysis shows that FLLAS with Cronbach’s alpha of .839 is reliable. The correlation analysis indicates there is a significantly negative correlation between listening proficiency and listening anxiety at the .00 level. That is, when listening anxiety goes up, proficiency goes down, and vice versa. Some suggestions are put forward for pedagogical implications based on the research results.
Abstract
The current study aims to investigate listening anxiety experienced in foreign language learning to offer some insight into the instruction of better listening performance as well as some empirical evidence to support future listening training. 188 first-year English majors at Datong University participated as the subjects in the research, and listening anxiety was examined by questionnaire with the 5-Likert Foreign Language Listening Anxiety Scale (FLLAS). Quantitative data are analyzed with SPSS13.0. Descriptive statistics, reliability analysis, and correlation analysis are used in the analysis. The reliability analysis shows that FLLAS with Cronbach’s alpha of .839 is reliable. The correlation analysis indicates there is a significantly negative correlation between listening proficiency and listening anxiety at the .00 level. That is, when listening anxiety goes up, proficiency goes down, and vice versa. Some suggestions are put forward for pedagogical implications based on the research results.
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