降低听力焦虑对提高听力水平的影响-外国语言学与应用语言学专业论文.docxVIP

PAGE PAGE 2 been conducted, confirming that language anxiety is a rather pervasive phenomenon in second language learning. However, most of studies citied above focused on general foreign language anxiety, but neglected the dimensions of language-skill-specific anxieties. The awareness of language-skill-specific anxieties has generated a new trend in foreign language anxiety studies in the late 1990s with studies on speaking anxiety (Kitano, 2001), on reading anxiety (Saito, Horwitz and Garza, 1999), on writing anxiety (Cheng, Horwitz and Schallert, 1999), and on listening comprehension anxiety (Vogely, 1998). In foreign language learning, listening is a very challenging language skill. Unlike reading comprehension (including silent reading), in which the language learners privately have unlimited opportunity for reflection and reconsideration, listeners have fewer chances for repetition and correction in listening because the delivery rate of information is typically controlled by the speaker. When language learners do not have appropriate listening competence, they are often unaware even of which aspects of the sound stream to pay attention to. As listeners feel unable to control their language intake, they may experience helplessness, sometimes even with intense anxiety. Ample evidence indicates that listening apprehension obstructs listening process and listening result in most cases．It can make listening a difficult and miserable activity, and can affect a student’s expectation of success not only during current instruction, but in future listening class. Its importance has led to significant researches and discussions from different perspectives. However, up to the present only a few researches have been conducted to empirically examine listening anxiety among foreign language learners. Considering the importance of listening in foreign language learning, studies specifically devoted to detailed examination on listening anxiety and the relationship between