Chang Anna Ching-Shyang
Department of Applied English, Hsing-Wu College, Taipei, Taiwan.
Percept Mot Skills. 2008 Feb;106(1):21-34. doi: 10.2466/pms.106.1.21-34.
In this study of college students' listening anxiety in learning English in a classroom context, participants were 160 students (47 men and 113 women) ages 18 to 19 years. To address their listening anxiety, participants were chosen from students enrolling in a required listening course. A listening questionnaire was used to assess learners' anxiety about spoken English, its intensity, and the main sources of listening anxiety. Overall, participants showed moderately high intensity of anxiety in listening to spoken English, but were more anxious in testing than in general situations. In contrast to previous research on the nature of spoken English as the main source of listening anxiety, this study found that low confidence in comprehending spoken English, taking English listening courses as a requirement, and worrying about test difficulty were the three main factors contributing to participants' listening anxiety in a classroom context. Participants' learning profiles both in the classroom and outside the class yielded data which provides suggestions for reducing anxiety.
在这项关于大学生在课堂环境中学习英语时听力焦虑的研究中，参与者为160名年龄在18至19岁之间的学生（47名男生和113名女生）。为了解决他们的听力焦虑问题，参与者是从参加必修听力课程的学生中挑选出来的。一份听力问卷被用于评估学习者对英语口语的焦虑、焦虑强度以及听力焦虑的主要来源。总体而言，参与者在听英语口语时表现出中等偏高的焦虑强度，但在测试时比在一般情况下更焦虑。与以往将英语口语的性质作为听力焦虑主要来源的研究不同，本研究发现，对理解英语口语缺乏信心、将英语听力课程作为必修课以及担心考试难度是导致参与者在课堂环境中听力焦虑的三个主要因素。参与者在课堂内外的学习情况产生了相关数据，这些数据为减轻焦虑提供了建议。
