EFL学习者焦虑与听力理解关系的实证性研究

An Empirical Study on the Relationship Between Anxiety and Listening Comprehension of EFL Learners

研究以某外语学院英语专业二年级和四年级学生为受试,考察焦虑与英语听力理解的关系,以及性别和英语水平对焦虑程度的高低和焦虑与英语听力理解的关系的影响。结果显示:(1)性别和英语水平对EFL学习者的听力焦虑没有独立和交互作用。(2)在二年级学生中EFL听力焦虑与语音识别负相关,在四年级学生中无相关。(3)EFL听力焦虑与听细节、听大意、推测和听力总体能力之间有负相关,并且性别和英语水平不会改变这一关系。(4)EFL听力焦虑与听大意、听力总体能力、推测、听细节、语音识别的相关程度依次降低,听力技能难度越高,相关程度越密切,这一结论不受性别和英语水平的影响。

The empirical study is aimed at exploring the relationship between the anxiety that Chinese EFL learners experience in listening class on one hand and their performance in global listening comprehen- sion and in listening sub-skills on the other hand, to see what, if any, pattern exists in the relationship and whether the learners＇ gender and their general English proficiency affect the relationship. Data are obtained by administering an anxiety questionnaire and two listening tests to 120 English majors. The conclusions are as follows. Firstly, gender differences and varying proficiency levels do not affect, either independently or in- teractively, the degree to which Chinese students feel anxious in the English listening class. Secondly, for low- proficiency learners,EFL listening anxiety is significantly and negatively correlated with auditory perception, and for high-proficiency learners, no significant correlation exists. Thirdly,there is a significant and negative correlation between the amount of the anxiety that Chinese EFL learners experience in the listening class and their proficiency in listening for specific details, in listening for main ideas, in listening for making infer- ences, and in the overall listening skill, and neither gender nor proficiency influences this correlation pattern. Fourthly, among the correlations between EFL listening anxiety and the listening skills,the strongest correla- tion concerns listening for main ideas, sequentially followed by the overall listening comprehension, listening for making inferences ,listening for specific facts, and auditory perception, or in other words, anxiety is more closely related to the more difficult listening skill;neither gender nor proficiency influences this rule.