中国非英语专业大学生的外语听力焦虑研究及其对听力教学的启示  

A study of foreign language listening anxiety in Chinese non-English majors and its pedagogical implications

作　　者：邓巧玲[1] 

机构地区：[1]华南农业大学外国语学院,广东广州510642

出　　处：《湖北师范学院学报（哲学社会科学版）》2014年第2期147-153,共7页Journal of Hubei Normal University（Philosophy and Social Science）

基　　金：2012年广东省高等教育教学改革项目(项目编号:2012090)

摘　　要：焦虑是影响语言学习的重要情感因素之一,本研究考查了中国非英语专业大学生的外语听力焦虑情况,以及听力焦虑对听力水平的影响作用。结果显示由英语听力焦虑、自我信念和英语听力技能三因子组成的听力焦虑在大学生中普遍存在,其中总体焦虑水平、自我信念及听力技能达到高焦虑水平;高、低焦虑水平的受试组在听力成绩上均呈现出显著差异,焦虑三因子及总体听力焦虑都与听力水平呈现不同程度的显著负相关;受试对听力水平及整体语言能力的自我评价都对听力焦虑产生了显著负面效应。文章最后对听力教学提出了相关建议。Anxiety plays an important role in foreign language （ FL） learning.This study reports on an empirical examination of FL listening anxiety and its effects on listening comprehension in Chinese non -English majors .The results reveal that the non-English majors generally experience FL listening anxiety , which is composed of three factors , i.e., English listening anxiety , self-belief and listening skills to different degrees .And general FL listening anxiety , self-belief and listening skills are of high frequency .The high and low anxiety groups in terms of general listening anxiety and three anxiety factors exhibit significant differences in listening performance , and the three factors are all correlated negatively with listening proficiency . The participants＇self-assessment of FL listening ability and overall FL proficiency have significant negative effects on general listening anxiety .Some suggestions for listening teaching are provided .

关 键 词：外语听力焦虑 听力水平 自我评价 听力教学 

分 类 号：G642.0[文化科学—高等教育学]