The Study of Korean Learners' Listening Comprehension of an English Text
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Although the demand for content-based instruction (CBI) has increased dramatically worldwide, few studies have examined affective variables such as the foreign language anxiety of university students in this context. Moreover, despite the significant precondition of listening comprehension for the effective implementation of CBI, research concerning the highly anxiety-evoking nature of listening is fairly sparse. Consequently, this study aimed to examine the (a) foreign language listening anxiety and (b) CBI classroom anxiety of Korean university learners. Results showed that these learners often experienced feelings of frustration and self-doubt when listening to academic lectures and speaking out in CBI class. They were particularly concerned about negative evaluations by their instructor. Learners also expressed a lack of confidence regarding their English abilities compared to those of their classmates. Although learners suffered from a low degree of tolerance for ambiguity in L2 learning, they failed to rely on a guessing strategy. The findings also revealed that students felt apprehension when listening to unfamiliar information in English and dealing with unique features of aural texts (e.g., pronunciations, speech rates, loudness, absence of non-verbal cues, and lack of control over spoken texts). The study further suggested ways to alleviate the level of learner’s anxiety.
Abstract
Although the demand for content-based instruction (CBI) has increased dramatically worldwide, few studies have examined affective variables such as the foreign language anxiety of university students in this context. Moreover, despite the significant precondition of listening comprehension for the effective implementation of CBI, research concerning the highly anxiety-evoking nature of listening is fairly sparse. Consequently, this study aimed to examine the (a) foreign language listening anxiety and (b) CBI classroom anxiety of Korean university learners. Results showed that these learners often experienced feelings of frustration and self-doubt when listening to academic lectures and speaking out in CBI class. They were particularly concerned about negative evaluations by their instructor. Learners also expressed a lack of confidence regarding their English abilities compared to those of their classmates. Although learners suffered from a low degree of tolerance for ambiguity in L2 learning, they failed to rely on a guessing strategy. The findings also revealed that students felt apprehension when listening to unfamiliar information in English and dealing with unique features of aural texts (e.g., pronunciations, speech rates, loudness, absence of non-verbal cues, and lack of control over spoken texts). The study further suggested ways to alleviate the level of learner’s anxiety.
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