Foreign Language Listening Anxiety Factors Affecting Listening Performance of Chinese EFL Learners
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Foreign language listening anxiety (FLLA), which consists of various factors influencing listening performance, has been extensively investigated in English as a foreign language (EFL) contexts. However, little attention has been given to the effects of FLLA factors in different listening proficiency levels. This paper investigated 78 English majors from a Chinese university to examine the differences between and the effects of FLLA factors on listening performance in low (n = 20) and high-proficient (n = 19) EFL listeners. The participants were required to complete a 25-item FLLA questionnaire and take a listening test. The Mann-Whitney U test revealed that the two groups were significantly different in their self-belief in listening proficiency. Sequential multiple regression analyses showed that the listening-anxiety factor was a negative predictor, and the (lack of) self-belief factor was a positive predictor, for less proficient listeners. However, the three factors (including the decoding-skills factor) had no explanatory power in the high-proficient group’s listening performance. Additionally, dissatisfaction with one’s current listening proficiency may facilitate the less proficient listeners’ performance but has a considerably detrimental impact on higher proficient listeners. Finally, pedagogical implications of FL listening anxiety and research suggestions are included.
Abstract
Foreign language listening anxiety (FLLA), which consists of various factors influencing listening performance, has been extensively investigated in English as a foreign language (EFL) contexts. However, little attention has been given to the effects of FLLA factors in different listening proficiency levels. This paper investigated 78 English majors from a Chinese university to examine the differences between and the effects of FLLA factors on listening performance in low (n = 20) and high-proficient (n = 19) EFL listeners. The participants were required to complete a 25-item FLLA questionnaire and take a listening test. The Mann-Whitney U test revealed that the two groups were significantly different in their self-belief in listening proficiency. Sequential multiple regression analyses showed that the listening-anxiety factor was a negative predictor, and the (lack of) self-belief factor was a positive predictor, for less proficient listeners. However, the three factors (including the decoding-skills factor) had no explanatory power in the high-proficient group’s listening performance. Additionally, dissatisfaction with one’s current listening proficiency may facilitate the less proficient listeners’ performance but has a considerably detrimental impact on higher proficient listeners. Finally, pedagogical implications of FL listening anxiety and research suggestions are included.
참고문헌 (33)
- Chang, A. C. S., "Sources of listening anxiety in learning English as a foreign language", Perceptual and Motor Skills, 106(1), pp.21~34 (2008)
- Cohen, J., "A power primer", Psychological Bulletin, 112(1), pp.155~159 (1992)
- correlation analysis for the behavioral sciences, "Applied multiple regression", pp.2003, Cohen, J.
- Dewaele, J. M., "The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners", Studies in Second Language Learning and Teaching(SSLLT), 3(1), pp.47~66 (2013)
- Elkhafaifi, H., "Listening comprehension and anxiety in the Arabic language classroom", The Modern Language Journal, 89(2), pp.206~220 (2005)
- Field, J., "Listening in the language classroom" (2008), Cambridge University Press
- Gilliland, B., "Language learning beyond the classroom", pp.13~22 (2015), Routledge
- Golchi, M. M., "Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners", International Journal of English Linguistics, 2(4), pp.115~128 (2012)
- Guo, Y., "The stability of general foreign language classroom anxiety across languages among Chinese undergraduate foreign language learners", The Journal of Asia TEFL, 7(2), pp.69~89 (2010)
- Horwitz, E. K., "Foreign language classroom anxiety", The Modern Language Journal, 70(2), pp.125~132 (1986)
- Ji, X. -T., "Complexity theory and applied linguistics : An interview with Larsen-Freeman(Guanyu fuza xitong yu yingyong yuyanxue : Larsen-Freeman fangtan)", Foreign Language Teaching and Research, 40(5), pp.376~379 (2008)
- 김은주, "Effects of Intensive English-Medium Listening Course on Learners' Anxieties", 영어학, 13(2), pp.237~264 (2013), 한국영어학회[DOI]
- 김주혜, "Anxiety and Foreign Language Listening", 영어교육, 57(2), pp.3~34 (2002), 한국영어교육학회
- Kim, S. -Y., "Questioning the stability of foreign language classroom anxiety and motivation across different classroom context", Foreign Language Annals, 42(1), pp.138~157 (2009)
- Kimura, H., "Foreign language listening anxiety : Its dimensionality and group differences", Japan Association for Language Teaching(JALT)Journal, 30(2), pp.173~196 (2008)
- Ayako Kobayashi, "Investigating the Effects of Metacognitive Instruction in Listening for EFL Learners", Journal of Asia TEFL, 15(2), pp.310~328 (2018), 아시아테플
- Krashen, S. D., "The input hypothesis: Issues and implications" (1985), Longman
- Larson-Hall, J., "A guide to doing statistics in second language research using SPSS" (2010), Routledge
- Liu, M. -H., "Anxiety in Chinese EFL students at different proficiency levels", System, 34(3), pp.301~316 (2006)
- Liu, M. -H., "Interrelations between foreign language listening anxiety and strategy use and their predicting effects on test performance of high-and low-proficient Chinese university EFL learners", The Asia-Pacific Education Researcher, 25(4), pp.647~655 (2016)
- Liu, M. -H., "An exploration of foreign language anxiety and English learning motivation", Education Research International, 2011, pp.1~8 (2011)
- Luo, H., "Predictors of foreign language anxiety : A study of college-level L2 learners of Chinese", Chinese Journal of Applied Linguistics, 41(1), pp.3~24 (2018)
- MacIntyre, P. D., "The subtle effects of language anxiety on cognitive processing in the second language", Language Learning, 44(2), pp.283~305 (1994)
- Mills, N., "A reevaluation of the role of anxiety : Self-efficacy, anxiety, and their relation to reading and listening proficiency", Foreign Language Annals, 39(2), pp.276~295 (2006)
- Marzec-Staw, M., "Causes and symptoms of foreign language listening anxiety : A case study of proficient students about to graduate with an MA in teaching EFL", Linguistic Silesana, 34, pp.335~356 (2013)
- Serraj, S., "Relationship among Iranian EFL students’ foreign language anxiety, foreign language listening anxiety and their listening comprehension", English Language Teaching, 6(5), pp.1~15 (2013)
- Trang, T., "Foreign language anxiety : Understanding its sources and effects from insiders’ perspectives", The Journal of Asia TEFL, 10(1), pp.95~131 (2013)
- Vandergrift, L., "Teaching and learning second language listening: Metacognition in action" (2012), Routledge
- Vogely, A. J., "Listening comprehension anxiety : Students’ reported sources and solutions", Foreign Language Annals, 31(1), pp.67~80 (1998)
- Wang, L., "Effective approaches to teaching listening : Chinese EFL teachers’perspectives", The Journal of Asia TEFL, 9(4), pp.79~111 (2012)
- Wang, S. -L., "An empirical study of Chinese English major students’ listening anxiety of classroom learning activity at the university level", Journal of Language Teaching and Research, 1(5), pp.562~568 (2010)
- Xu, J., "The mediating effect of listening metacognitive awareness between listening test anxiety and listening test performance", The Asia-Pacific Education Researcher, 27(4), pp.313~324 (2018)
- Zhang, X., "Foreign language listening anxiety and listening performance : Conceptualizations and casual relationships", System, 41, pp.1~14 (2013)