ABSTRACT:Studies have proved that anxiety is one of the learners’ affective factors. However, most scholars’ studies have focused on listening strategies and the correlation of listening anxiety and listening strategies. But the studies on the reasons of listening anxiety and the corresponding coping strategies are too few. Freshmen in English major are the stage of special transition in English learning. English Listening is a professional basic required course for English majors. Good listening foundation and eliminating listening anxiety can guarantee the necessary conditions of their good professional development. Therefore, this paper adopts a questionnaire to make a survey of sixty students and interviews three listening teachers in Honghe University. The aim of the research is to study the reasons of listening anxiety and to investigate the utilization of listening strategies. Based on the Input Hypothesis and Affective Filter Hypothesis, this paper from the difficulty of listening materials, the lack of listening skills, the barriers of psychological factor, negative evaluation from teachers analyzes the students' listening anxiety. Moreover, this paper combines with practical learning to put forward some suggestions, such as choosing appropriate listening materials, building up students’ self-confidence, improving teachers’ teaching strategies, creating friendly and easy environment and so on, in order to trigger teachers to pay more attention to the listening anxiety of students, and improve their teaching strategies. Besides, it also helps students understand the reasons of listening anxiety and overcome listening anxiety to improve their listening ability.
Keywords: Krashen’Thoery; listening anxiety; listening strategies; freshmen in English major
摘要:研究证明焦虑是影响英语学习者听力成绩的重要情感因素之一, 然而，大多数学者的研究主要集中在对英语学习者的听力策略、听力策略和听力焦虑相关性的研究上，而对英语专业大一学生的听力焦虑的产生原因和解决方法研究甚少。英语专业大一学生正处于英语学习过渡的特殊阶段，听力是英语专业学生的专业基础必修课。打好听力基础，消除听力焦虑是保证他们今后专业良好发展的必备条件。因此，本文采用问卷调查和采访的方式，对红河学院英语专业60个学生和3个听力老师进行采访，旨在调查英语专业大一学生听力焦虑产生的原因和听力策略的使用情况。本文借助克拉申的输入假说和情感过滤假说，从听力材料、听力技巧、心里障碍和教师的负面评价等方面对学生听力焦虑进行分析。并结合学生学习实际，从听力材料的选择、学生自信心的树立、教学策略的整改及其轻松的学习氛围的营造等方面提出建议，目的是引发教师关注学生的听力焦虑，以此提高他们的听力教学策略；并帮助学生了解焦虑产生的原因和克服听力焦虑，从而提高他们的听力效率。
关键词：克拉申理论；听力焦虑;听力策略; 英语专业大一学生
