【作者】 高婷婷；

【导师】 卜玉坤；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 有关学者认为:对于外语学习者来说,在听说读写四项外语学习技能中,“听”存在的问题可能最大,最容易产生焦虑情绪。许多实证研究也表明:英语学习者在听力学习过程中会感受到高度焦虑,这严重阻碍了其英语学习的进步。为了减少听力焦虑情绪,提高听力水平,学习者应采取有益的具体听力学习策略。但是关于中国大学英语学生英语听力焦虑和听力策略相互关系的研究尚不多见。本文对中国非英语专业大学生的英语听力焦虑程度,听力策略的使用情况以及两者之间的关系进行了较为全面的探讨。本研究对吉林大学和长春理工大学101名大学三年级非英语专业学生的听力焦虑程度和听力策略使用情况进行了调查与分析。采用的研究工具包括汉语版的外语听力焦虑量表和英语听力策略量表。本研究用社会科学统计软件包SPSS14.0对数据进行分析,使用了描述性分析、T检验、皮尔逊相关分析和多重比较的统计方法。研究结果表明:1.中国非英语专业大学生受到听力焦虑的困扰已成为一种普遍现象,78.22%的学生有中度或高度的听力焦虑;2.男生和女生的听力焦虑程度没有显著差异(但男生比女生稍显焦虑);3.学生对元认知策略、认知策略和社会情感策略的使用程度为中等;4.学生的听力焦虑水平与听力策略(尤其是元认知策略和认知策略)的使用呈显著负相关;5.学生的听力水平与其听力学习策略呈正相关关系,其中元认知听力学习策略与听力水平的正相关关系最为显著。学生在英语听力训练过程中产生焦虑情绪具有普遍性,因此,英语教师在英语听力训练中应创造轻松积极的学习环境来缓解学生的焦虑情绪,应注意引导学生学习和采用有效的听力策略来减少听力焦虑对英语学习的负面影响。更多还原

【Abstract】 Language researchers believe that listening, among the four foreign language learning skills, might be the most anxiety-provoking and problematic for foreign language learners. Many researchers also reveal that English learners experience high-degree listening anxiety that impedes their English learning.For the purpose of eliminating listening anxiety and enhancing listening comprehension, specific and favorable listening strategies have to be appropriately adopted. However, the studies on the relationship between listening anxiety and listening strategies are relatively scarce. This thesis mainly explores English listening comprehension anxiety experienced by College English students, their use of listening strategies and the two-two relationships.The participants selected for this study are 101 third-year non-English majors in Jilin University and Changchun University of Science and Technology. The instruments of FLLAS and ELCS are adopted to examine the relationship between English listening anxiety and English listening strategies. This study utilizes a series of data analysis methods including descriptive analysis, t-tests, Pearson correlation analysis and multiple comparisons with the help of SPSS 14.0.The results suggest that listening comprehension anxiety is a pervasive phenomenon among the College English students. There is no obvious difference in listening anxiety level between male and female students, but males demonstrate a bit more anxiety than females. The students use metacognitive, cognitive, social/affective listening strategies on a medium level. There exists a significant negative correlation between listening anxiety and the use of listening strategies, especially metacognitive and cognitive listening strategies. Students’listening achievement is positively correlated with the use of listening strategies and metacognitive listening strategies play the most important role.In view of the pervasiveness of listening anxiety during students’listening process, it is our English teachers’responsibility to create a relaxed and supportive learning environment to reduce the students’anxiety. Meanwhile, teachers should guide the students to learn and use some effective listening strategies to minimize the impacts of listening anxiety on English learning.更多还原