원문정보
초록
영어
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.
목차
Introduction
Literature Review
Foreign Language Listening Anxiety (FLLA)
Factors of FLLA
Method
Participants
Instruments
Procedures
Data Analysis
Results
The Differences between Low- and High-Proficient Listeners
The Correlations between FLLA and Listening Test Performance
Predicting the Effects of FLLA Factors on Listening Performance
Discussion and Implications
The Differences Between Low- and High-Proficient Listeners
The Effects of FLLA on Listening Performance
Summary and Limitations
Acknowledgments
The Authors
References
Appendix