Li Ke, Qin Xiaoqing, Ji Suhe, Zou Linfeng
School of Journalism and Communication, Wuhan University, Wuhan, Hubei Province, People's Republic of China.
Center for Studies of Media Development, Wuhan University, Wuhan, Hubei Province, People's Republic of China.
Psychol Res Behav Manag. 2023 Sep 1;16:3541-3560. doi: 10.2147/PRBM.S422030. eCollection 2023.
This research seeks to conceptualize foreign language listening anxiety (FLLA) and provide its measurement, and further explore the influences of FLLA on self-perceived listening performance.
In Study 1, semi-structured interviews explored FLLA-arousal situations. Follow-up reliability and validity tests for the newly-developed scale were testified. In Study 2, structural equation modeling explored the relationship between FLLA and self-perceived performance, which was followed by the comparison of the effects of different types of FLLA on self-perceived performance between English and non-English major students.
The componential factors of FLLA included two factors, namely general listening anxiety and listening test anxiety, and general listening anxiety was represented by FLLA in classroom, daily usage, and media learning. The results also showed that listening test anxiety negatively affected self-perceived performance; general listening anxiety positively affected listening test anxiety but did not affect self-perceived performance, and listening test anxiety played a full mediation role. Moreover, findings revealed that non-English major students' general listening anxiety was higher than that of English major students. However, the multi-group analysis showed that these two groups did not differ in the effect of general listening anxiety on listening test anxiety, and in the effects of listening anxieties on self-perceived performance. For the two groups, the mechanism of anxiety-and-performance relationship was consistent.
The results of this research have expanded the knowledge of listening anxiety by distinguishing general listening anxiety from listening test anxiety. Moreover, by testifying the mediator of listening test anxiety, this research deepened the understanding of the effects of different types of FLLA on self-perceived listening performance and the intensity differences of listening anxieties in English and non-English majors. Furthermore, the research has contributed to the literature on FLLA research based on Complex Dynamic Systems Theory, and has practical pedagogical implications for future studies.
本研究旨在对外语听力焦虑（FLLA）进行概念化并提供其测量方法，并进一步探讨FLLA对自我感知听力表现的影响。
在研究1中，通过半结构化访谈探究FLLA引发的情境。对新开发的量表进行后续的信效度检验。在研究2中，采用结构方程模型探究FLLA与自我感知表现之间的关系，随后比较英语专业和非英语专业学生中不同类型的FLLA对自我感知表现的影响。
FLLA的构成因素包括两个因子，即一般听力焦虑和听力测试焦虑，一般听力焦虑体现在课堂、日常使用和媒体学习中的FLLA。结果还表明，听力测试焦虑对自我感知表现有负面影响；一般听力焦虑对听力测试焦虑有正向影响，但对自我感知表现没有影响，且听力测试焦虑起到完全中介作用。此外，研究结果显示非英语专业学生的一般听力焦虑高于英语专业学生。然而，多组分析表明，这两组在一般听力焦虑对听力测试焦虑的影响以及听力焦虑对自我感知表现的影响方面没有差异。对于这两组，焦虑与表现关系的机制是一致的。
本研究结果通过区分一般听力焦虑和听力测试焦虑，扩展了对听力焦虑的认识。此外，通过验证听力测试焦虑的中介作用，本研究加深了对不同类型的FLLA对自我感知听力表现的影响以及英语专业和非英语专业学生听力焦虑强度差异的理解。此外，该研究为基于复杂动态系统理论的FLLA研究文献做出了贡献，并对未来研究具有实际教学意义。
