大学英语学生英语听力焦虑与听力学习策略的相关性研究
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摘要
有关学者认为:对于外语学习者来说,在听说读写四项外语学习技能中,“听”存在的问题可能最大,最容易产生焦虑情绪。许多实证研究也表明:英语学习者在听力学习过程中会感受到高度焦虑,这严重阻碍了其英语学习的进步。
为了减少听力焦虑情绪,提高听力水平,学习者应采取有益的具体听力学习策略。但是关于中国大学英语学生英语听力焦虑和听力策略相互关系的研究尚不多见。本文对中国非英语专业大学生的英语听力焦虑程度,听力策略的使用情况以及两者之间的关系进行了较为全面的探讨。
本研究对吉林大学和长春理工大学101名大学三年级非英语专业学生的听力焦虑程度和听力策略使用情况进行了调查与分析。采用的研究工具包括汉语版的外语听力焦虑量表和英语听力策略量表。本研究用社会科学统计软件包SPSS14.0对数据进行分析,使用了描述性分析、T检验、皮尔逊相关分析和多重比较的统计方法。
研究结果表明:1.中国非英语专业大学生受到听力焦虑的困扰已成为一种普遍现象,78.22%的学生有中度或高度的听力焦虑;2.男生和女生的听力焦虑程度没有显著差异(但男生比女生稍显焦虑);3.学生对元认知策略、认知策略和社会情感策略的使用程度为中等;4.学生的听力焦虑水平与听力策略(尤其是元认知策略和认知策略)的使用呈显著负相关;5.学生的听力水平与其听力学习策略呈正相关关系,其中元认知听力学习策略与听力水平的正相关关系最为显著。
学生在英语听力训练过程中产生焦虑情绪具有普遍性,因此,英语教师在英语听力训练中应创造轻松积极的学习环境来缓解学生的焦虑情绪,应注意引导学生学习和采用有效的听力策略来减少听力焦虑对英语学习的负面影响。
Language researchers believe that listening, among the four foreign language learning skills, might be the most anxiety-provoking and problematic for foreign language learners. Many researchers also reveal that English learners experience high-degree listening anxiety that impedes their English learning.
For the purpose of eliminating listening anxiety and enhancing listening comprehension, specific and favorable listening strategies have to be appropriately adopted. However, the studies on the relationship between listening anxiety and listening strategies are relatively scarce. This thesis mainly explores English listening comprehension anxiety experienced by College English students, their use of listening strategies and the two-two relationships.
The participants selected for this study are 101 third-year non-English majors in Jilin University and Changchun University of Science and Technology. The instruments of FLLAS and ELCS are adopted to examine the relationship between English listening anxiety and English listening strategies. This study utilizes a series of data analysis methods including descriptive analysis, t-tests, Pearson correlation analysis and multiple comparisons with the help of SPSS 14.0.
The results suggest that listening comprehension anxiety is a pervasive phenomenon among the College English students. There is no obvious difference in listening anxiety level between male and female students, but males demonstrate a bit more anxiety than females. The students use metacognitive, cognitive, social/affective listening strategies on a medium level. There exists a significant negative correlation between listening anxiety and the use of listening strategies, especially metacognitive and cognitive listening strategies. Students’listening achievement is positively correlated with the use of listening strategies and metacognitive listening strategies play the most important role.
In view of the pervasiveness of listening anxiety during students’listening process, it is our English teachers’responsibility to create a relaxed and supportive learning environment to reduce the students’anxiety. Meanwhile, teachers should guide the students to learn and use some effective listening strategies to minimize the impacts of listening anxiety on English learning.
为了减少听力焦虑情绪,提高听力水平,学习者应采取有益的具体听力学习策略。但是关于中国大学英语学生英语听力焦虑和听力策略相互关系的研究尚不多见。本文对中国非英语专业大学生的英语听力焦虑程度,听力策略的使用情况以及两者之间的关系进行了较为全面的探讨。
本研究对吉林大学和长春理工大学101名大学三年级非英语专业学生的听力焦虑程度和听力策略使用情况进行了调查与分析。采用的研究工具包括汉语版的外语听力焦虑量表和英语听力策略量表。本研究用社会科学统计软件包SPSS14.0对数据进行分析,使用了描述性分析、T检验、皮尔逊相关分析和多重比较的统计方法。
研究结果表明:1.中国非英语专业大学生受到听力焦虑的困扰已成为一种普遍现象,78.22%的学生有中度或高度的听力焦虑;2.男生和女生的听力焦虑程度没有显著差异(但男生比女生稍显焦虑);3.学生对元认知策略、认知策略和社会情感策略的使用程度为中等;4.学生的听力焦虑水平与听力策略(尤其是元认知策略和认知策略)的使用呈显著负相关;5.学生的听力水平与其听力学习策略呈正相关关系,其中元认知听力学习策略与听力水平的正相关关系最为显著。
学生在英语听力训练过程中产生焦虑情绪具有普遍性,因此,英语教师在英语听力训练中应创造轻松积极的学习环境来缓解学生的焦虑情绪,应注意引导学生学习和采用有效的听力策略来减少听力焦虑对英语学习的负面影响。
Language researchers believe that listening, among the four foreign language learning skills, might be the most anxiety-provoking and problematic for foreign language learners. Many researchers also reveal that English learners experience high-degree listening anxiety that impedes their English learning.
For the purpose of eliminating listening anxiety and enhancing listening comprehension, specific and favorable listening strategies have to be appropriately adopted. However, the studies on the relationship between listening anxiety and listening strategies are relatively scarce. This thesis mainly explores English listening comprehension anxiety experienced by College English students, their use of listening strategies and the two-two relationships.
The participants selected for this study are 101 third-year non-English majors in Jilin University and Changchun University of Science and Technology. The instruments of FLLAS and ELCS are adopted to examine the relationship between English listening anxiety and English listening strategies. This study utilizes a series of data analysis methods including descriptive analysis, t-tests, Pearson correlation analysis and multiple comparisons with the help of SPSS 14.0.
The results suggest that listening comprehension anxiety is a pervasive phenomenon among the College English students. There is no obvious difference in listening anxiety level between male and female students, but males demonstrate a bit more anxiety than females. The students use metacognitive, cognitive, social/affective listening strategies on a medium level. There exists a significant negative correlation between listening anxiety and the use of listening strategies, especially metacognitive and cognitive listening strategies. Students’listening achievement is positively correlated with the use of listening strategies and metacognitive listening strategies play the most important role.
In view of the pervasiveness of listening anxiety during students’listening process, it is our English teachers’responsibility to create a relaxed and supportive learning environment to reduce the students’anxiety. Meanwhile, teachers should guide the students to learn and use some effective listening strategies to minimize the impacts of listening anxiety on English learning.
引文
1. Andrew D.C Cohen. 1998. Strategies in Learning and Using a Second Language Foreign. Language Teaching and Research Press
2. Arnold,Jane. 2000. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press. 67.
3. Ausubel, D.1968. Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston. 368-379
4. Bacon, S.M. 1992.Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania,75,398-412.
5. Benjamin,D.1981. Test anxiety: deficit in information processing. Journal of Educational Psychology,73:816-824.
6. Brown H D. 1991. Breaking the language barrier. Intercultural Press, Yarmouth ME
7. Campell,C,M and Ortiz, J. 1991. Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In Horwitz Elaine. K. and Dolly,J. Young, Eds. Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall
8. Chamot, A.1987. The Learning Strategies of ESL Students. Wenden and Rubin (Eds.).
9. Chen. 2005. A Study on Foreign Language Listening Anxiety of Chinese University Non-English Majors. Hunan Normal University: Unpublished MA thesis.
10. Cheng,L. P. 2003. A Study on Listening Anxiety of EFL College Students in China. Zhongshan University: Unpublished MA thesis.
11. Cohen,A.D.&Aphek,E.1988.Retention of second language vocabulary over time: Investigating the role of mnemonic associations.System,8:221-235.
12. Culler,R.E.&Holahan,C.,J. 1980. Test anxiety and academic performance: the effects of study-related behaviors. Journal of Educational Psychology, 72(1), 16-20.
13. Dixon, R. 1991. Listening comprehension: textual, contextual cognitive, and affective considerations. Paper presented at the Annual Central States Conference on Language Teaching.
14. Elkhafaifi, H. 2005. Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89: 206-220.
15. Ellis,Rod.1994.The Study of second Language Acquisition. Oxford: Oxford University Press
16. Ellis, Rod. 1999. The Study of Second Language Acquisition. Oxford:Oxford University Press. 531-532.
17. Foss,KarneA&Armeda C.Reitzel. 1990. A Relational Model of Managing Second Language Anxiety. TESOL Quarterly 22: 437-454
18. Freeman,D.L.&Howritz,E.K. 2000. An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press.
19. Gardner, R.C. & Maclntyre, P. D. 1991. Investigating Language Class Anxiety Using the Focused Essay Technique. The Modern Language Journal, 75, 296-304.
20. Gardner, R.C. & Maclntyre, P.D.1993. A Student’s Contributions to Second-Language Learning. Part two: Affective Variables.Language Teaching, 26: 1-11.
21. Horwitz, Elaine K., Horwitz, M. B. and Cope, Joann. 1986. Foreign Language Classroom Anxiety. The Modern Language Journal, Vol.70
22. Horwitz, E.K. 1986. Preliminary evidence for the reliability and validity of a foreign language anxiety scale TESOL Quarterly, 20:559-562.
23. Horwitz, E.K. and Young, D.J. 1991. Language Anxiety: From Theory & Research to Classroom Implications. Prentice-Hall
24. Horwitz,E.K. 2001. Language anxiety and achievement. Annual Review of applied linguistics, Vol.21:112-122.
25. Jia Guanjie. 2004. Applied Linguistics: An Advanced Course. Shanghai: Shanghai Foreign Language Education Press. 202-203.
26. Kim, J. H. 2000. Foreign Language Listening Anxiety: A Study of Korean Students Learning English. Unpublished doctoral dissertation, the University of Texas, Austin.
27. Leary,M.1982. Social Anxiety: Review of Personality and Social Psychology. Wheeler Beverly Hills: Sage: 97-120.
28. MacIntyre, P.D. And Gardner, Robert C. 1989. Anxiety and Second Language Learning: Toward a Theoretical Clarification. Language Learning, Vol.39: 251-275.
29. MacIntyre & Gardner. 1991. Methods & Results in the Study of Foreign Language Anxiety. Language Learning.
30. MacIntyre, Peter D. and Noels, Kimberly A. 1995. Using Social-Psychological Variables to Predict the Use of Language Learning Strategies. Foreign Language, Vol.29 (3): 373-385.
31. McCroskey, J. C. 1984. Willingness to Communicate,Communication Apprehension, and Self-Perceived Communication Competence: Conceptualizations and Perspectives. In J. Daly & J. McCroskey (Eds.). Avoiding Communication: Shyness, Reticence, and Communication Apprehension PP.75-108. Beverly Hills. CA: sage.
32. Ming Yee Carissa Young. 1997. A Serial Ordering of Listening Comprehension Strategies Used by Advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, (7).
33. O’Malley,J.M.1985. Leaming Strategies Used by Beginning and Intermediate ESL Students. Language Learning35: 21-46.
34. O’Malley,J.M.1987.The effects of training n the use of learning strategies on learning English as a second language learning.Englewood Cliffs,NJ: Prentice Hall International.
35. O’Malley,J.M.&Chamot,A.U.1990. Learning strategies in second language acquisition. New York:Cambridge University Press. 44.
36. O’Malley,J.M.&Chamot,A.U. 2001. Learning Strategies in Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
37. Oxford R L and Cohen. 1992. Language learning strategies: crucial issues of contents and classification. Applied Language Learning
38. Oxford,R. 1997. Use of Language Learning Strategies:A Synthesis of Studies with Implications for Teacher Training.System 17.
39. Preiss,R.W.,Wheeless,L.R. and Allen,M. 1990. The Cognitive Consequences of Receiver Apprehension: a meta-analytic review. Journal of Social Behavior and Personality,5:155-172.
40. Richards, J. R. 2002. The Language Teaching Matrix. Shanghai: Shanghai Foreign Language Education Press.54.
41. Rost et al. 1991. Listening in Language Learning. London: Longman.
42. Rubin, J. & Thompson, I. 1994. How to Be a More Successful Language Learner. Heinle and Heinle Publishers. 85-86
43. Sarason, I.G. (Ed.). 1980. Test Anxiety: Theory, Research and Application. Hillsdale, NJ: Erlbaum.
45. Schmeck R 1988 Individual differences and learning strategies. In Weinstein C et al. (eds.), Learning and study strategies. Academic Press, NY, 171-91
46. Scovel,T. 1978. The effects of affect on foreign language learning: a review of the anxiety research. Language learning. 28: 129-142.
47. Spielberger , D.1972.Anxiety: Current Trends in Theory and Research. New York: Academic Press.
48. Thompson, I & Rubin, J. 1997. Can strategy instruction improve listening comprehension? Foreign Language Annals, 29: 331-342.
49. Vandergrift,L. 1997a. The Cinderella of communication strategies: reception strategies in interactive listening. The Modem Language Journal,Vol.81,No.4, Special Issue: Interaction, Collaboration, and Cooperation: Learning Language and Preparing Language Teachers,494-505.
50. Vandergrift,L. 1997b. The comprehension strategies of second language listeners: A descriptive study. Foreign Language Annuals,30,387-409.
51. Vandergrift,L. 2003. Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53:3,September, 463-496.
52. Vogely, A.J. 1998. Listening comprehension anxiety: students’reported sources and solutions. Foreign Language Annals,31
53. Warr,P.&Downing,J.2000.Learning strategies,learning anxiety and knowledge acquisition. British Journal of Psychology,91:311-333.
54. Watson, D.& Friend,R.1969.Measurement of Social-evaluative Anxiety. Journal of Consulting and Clinical Psychology 32:117-22.
55. Zeidner, M.1998. Test Anxiety: the State of Art. New York: Penum Press.
56. Zhang Wenzheng. 2007. A Study on University Students’ English Listening Anxiety, Listening Level and Listening Comprehension Strategies. Northeast Normal University: Unpublished MA thesis.
57. Zheng Ruizi. 2007. Foreign Language Anxiety of Non-English Majors: Its Correlation with the Choice of Learning Strategies. Guangxi University: Unpublished MA thesis.
58. 陈怀远, “怎么提高听力技巧” [J], Research on Education Tsinghua University, 1997 (3).
59. 杜丽辉, “非英语专业学生听力焦虑现状的调查研究” [J], 徐特立研究----长沙师范专科学校学报,2007(1).
60. 刘绍龙, “背景知识与听力策略:图式理论案例报告” [M], 文秋芳,王立非 (编).《英语学习策略实证研究》.西安:陕西师范大学出版社, 2003, 219-227.
61. 王银泉,万玉书, “外语学习焦虑及其对外语学习的影响----国外相关研究综述” [J], 外语教学与研究, 2001(2).
62. 文卫平,朱玉明. [M], 外语学习障碍研究, 西安:西北大学出版社.1998.
63. 杨晋, “大学生外语焦虑感与听力水平的相关研究” [J], 外语研究, 2000(2).l
64. 余心乐, “成人学生英语课堂焦虑感与听力理解成绩的关系” [J], 语言教学与研究, 1999 (2).
65. 周启加, “英语听力学习策略对听力的影响----英语听力学习问卷调查及结果分析” [J], 解放军外国语学院学报, 2000(3): 62-64.
66. 左焕琪, 外语教育展望 [M], 上海: 华东师范大学出版社,2001:105
2. Arnold,Jane. 2000. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press. 67.
3. Ausubel, D.1968. Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston. 368-379
4. Bacon, S.M. 1992.Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania,75,398-412.
5. Benjamin,D.1981. Test anxiety: deficit in information processing. Journal of Educational Psychology,73:816-824.
6. Brown H D. 1991. Breaking the language barrier. Intercultural Press, Yarmouth ME
7. Campell,C,M and Ortiz, J. 1991. Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In Horwitz Elaine. K. and Dolly,J. Young, Eds. Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall
8. Chamot, A.1987. The Learning Strategies of ESL Students. Wenden and Rubin (Eds.).
9. Chen. 2005. A Study on Foreign Language Listening Anxiety of Chinese University Non-English Majors. Hunan Normal University: Unpublished MA thesis.
10. Cheng,L. P. 2003. A Study on Listening Anxiety of EFL College Students in China. Zhongshan University: Unpublished MA thesis.
11. Cohen,A.D.&Aphek,E.1988.Retention of second language vocabulary over time: Investigating the role of mnemonic associations.System,8:221-235.
12. Culler,R.E.&Holahan,C.,J. 1980. Test anxiety and academic performance: the effects of study-related behaviors. Journal of Educational Psychology, 72(1), 16-20.
13. Dixon, R. 1991. Listening comprehension: textual, contextual cognitive, and affective considerations. Paper presented at the Annual Central States Conference on Language Teaching.
14. Elkhafaifi, H. 2005. Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89: 206-220.
15. Ellis,Rod.1994.The Study of second Language Acquisition. Oxford: Oxford University Press
16. Ellis, Rod. 1999. The Study of Second Language Acquisition. Oxford:Oxford University Press. 531-532.
17. Foss,KarneA&Armeda C.Reitzel. 1990. A Relational Model of Managing Second Language Anxiety. TESOL Quarterly 22: 437-454
18. Freeman,D.L.&Howritz,E.K. 2000. An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press.
19. Gardner, R.C. & Maclntyre, P. D. 1991. Investigating Language Class Anxiety Using the Focused Essay Technique. The Modern Language Journal, 75, 296-304.
20. Gardner, R.C. & Maclntyre, P.D.1993. A Student’s Contributions to Second-Language Learning. Part two: Affective Variables.Language Teaching, 26: 1-11.
21. Horwitz, Elaine K., Horwitz, M. B. and Cope, Joann. 1986. Foreign Language Classroom Anxiety. The Modern Language Journal, Vol.70
22. Horwitz, E.K. 1986. Preliminary evidence for the reliability and validity of a foreign language anxiety scale TESOL Quarterly, 20:559-562.
23. Horwitz, E.K. and Young, D.J. 1991. Language Anxiety: From Theory & Research to Classroom Implications. Prentice-Hall
24. Horwitz,E.K. 2001. Language anxiety and achievement. Annual Review of applied linguistics, Vol.21:112-122.
25. Jia Guanjie. 2004. Applied Linguistics: An Advanced Course. Shanghai: Shanghai Foreign Language Education Press. 202-203.
26. Kim, J. H. 2000. Foreign Language Listening Anxiety: A Study of Korean Students Learning English. Unpublished doctoral dissertation, the University of Texas, Austin.
27. Leary,M.1982. Social Anxiety: Review of Personality and Social Psychology. Wheeler Beverly Hills: Sage: 97-120.
28. MacIntyre, P.D. And Gardner, Robert C. 1989. Anxiety and Second Language Learning: Toward a Theoretical Clarification. Language Learning, Vol.39: 251-275.
29. MacIntyre & Gardner. 1991. Methods & Results in the Study of Foreign Language Anxiety. Language Learning.
30. MacIntyre, Peter D. and Noels, Kimberly A. 1995. Using Social-Psychological Variables to Predict the Use of Language Learning Strategies. Foreign Language, Vol.29 (3): 373-385.
31. McCroskey, J. C. 1984. Willingness to Communicate,Communication Apprehension, and Self-Perceived Communication Competence: Conceptualizations and Perspectives. In J. Daly & J. McCroskey (Eds.). Avoiding Communication: Shyness, Reticence, and Communication Apprehension PP.75-108. Beverly Hills. CA: sage.
32. Ming Yee Carissa Young. 1997. A Serial Ordering of Listening Comprehension Strategies Used by Advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, (7).
33. O’Malley,J.M.1985. Leaming Strategies Used by Beginning and Intermediate ESL Students. Language Learning35: 21-46.
34. O’Malley,J.M.1987.The effects of training n the use of learning strategies on learning English as a second language learning.Englewood Cliffs,NJ: Prentice Hall International.
35. O’Malley,J.M.&Chamot,A.U.1990. Learning strategies in second language acquisition. New York:Cambridge University Press. 44.
36. O’Malley,J.M.&Chamot,A.U. 2001. Learning Strategies in Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
37. Oxford R L and Cohen. 1992. Language learning strategies: crucial issues of contents and classification. Applied Language Learning
38. Oxford,R. 1997. Use of Language Learning Strategies:A Synthesis of Studies with Implications for Teacher Training.System 17.
39. Preiss,R.W.,Wheeless,L.R. and Allen,M. 1990. The Cognitive Consequences of Receiver Apprehension: a meta-analytic review. Journal of Social Behavior and Personality,5:155-172.
40. Richards, J. R. 2002. The Language Teaching Matrix. Shanghai: Shanghai Foreign Language Education Press.54.
41. Rost et al. 1991. Listening in Language Learning. London: Longman.
42. Rubin, J. & Thompson, I. 1994. How to Be a More Successful Language Learner. Heinle and Heinle Publishers. 85-86
43. Sarason, I.G. (Ed.). 1980. Test Anxiety: Theory, Research and Application. Hillsdale, NJ: Erlbaum.
45. Schmeck R 1988 Individual differences and learning strategies. In Weinstein C et al. (eds.), Learning and study strategies. Academic Press, NY, 171-91
46. Scovel,T. 1978. The effects of affect on foreign language learning: a review of the anxiety research. Language learning. 28: 129-142.
47. Spielberger , D.1972.Anxiety: Current Trends in Theory and Research. New York: Academic Press.
48. Thompson, I & Rubin, J. 1997. Can strategy instruction improve listening comprehension? Foreign Language Annals, 29: 331-342.
49. Vandergrift,L. 1997a. The Cinderella of communication strategies: reception strategies in interactive listening. The Modem Language Journal,Vol.81,No.4, Special Issue: Interaction, Collaboration, and Cooperation: Learning Language and Preparing Language Teachers,494-505.
50. Vandergrift,L. 1997b. The comprehension strategies of second language listeners: A descriptive study. Foreign Language Annuals,30,387-409.
51. Vandergrift,L. 2003. Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53:3,September, 463-496.
52. Vogely, A.J. 1998. Listening comprehension anxiety: students’reported sources and solutions. Foreign Language Annals,31
53. Warr,P.&Downing,J.2000.Learning strategies,learning anxiety and knowledge acquisition. British Journal of Psychology,91:311-333.
54. Watson, D.& Friend,R.1969.Measurement of Social-evaluative Anxiety. Journal of Consulting and Clinical Psychology 32:117-22.
55. Zeidner, M.1998. Test Anxiety: the State of Art. New York: Penum Press.
56. Zhang Wenzheng. 2007. A Study on University Students’ English Listening Anxiety, Listening Level and Listening Comprehension Strategies. Northeast Normal University: Unpublished MA thesis.
57. Zheng Ruizi. 2007. Foreign Language Anxiety of Non-English Majors: Its Correlation with the Choice of Learning Strategies. Guangxi University: Unpublished MA thesis.
58. 陈怀远, “怎么提高听力技巧” [J], Research on Education Tsinghua University, 1997 (3).
59. 杜丽辉, “非英语专业学生听力焦虑现状的调查研究” [J], 徐特立研究----长沙师范专科学校学报,2007(1).
60. 刘绍龙, “背景知识与听力策略:图式理论案例报告” [M], 文秋芳,王立非 (编).《英语学习策略实证研究》.西安:陕西师范大学出版社, 2003, 219-227.
61. 王银泉,万玉书, “外语学习焦虑及其对外语学习的影响----国外相关研究综述” [J], 外语教学与研究, 2001(2).
62. 文卫平,朱玉明. [M], 外语学习障碍研究, 西安:西北大学出版社.1998.
63. 杨晋, “大学生外语焦虑感与听力水平的相关研究” [J], 外语研究, 2000(2).l
64. 余心乐, “成人学生英语课堂焦虑感与听力理解成绩的关系” [J], 语言教学与研究, 1999 (2).
65. 周启加, “英语听力学习策略对听力的影响----英语听力学习问卷调查及结果分析” [J], 解放军外国语学院学报, 2000(3): 62-64.
66. 左焕琪, 外语教育展望 [M], 上海: 华东师范大学出版社,2001:105