An Empirical Study On The Effect Of Multimodal Listening Teaching On Middle School Students’ English Listening Anxiety

Anxiety is one of the significant affective variables that affects the learning of a foreign language.According to the current study,learners generally experience varying degrees of anxiety during the listening process.Listening anxiety impacts learners’ listening comprehension and thus determines the final outcome of listening teaching and learning to some extent.Multimodal teaching has the advantage of stimulating learners’ interest and establishing a low-stress learning environment since it stresses the employment of different teaching tools and the stimulation of learners’ multiple senses.However,research into the use of multimodal teaching in middle school listening teaching is still in its early stages.Based on the research background described above,this study attempts to apply multimodal teaching theory to middle school English listening lessons in order to investigate the effectiveness of multimodal listening teaching in reducing middle school students’ listening anxiety and improving their listening scores.Therefore,three research questions are raised in this thesis: 1.What is the general status of English listening anxiety among middle school students? 2.What are the effects of multimodal listening teaching on middle school students’ listening anxiety? 3.What are the effects of multimodal listening teaching on middle school students’ listening scores?Based on Systemic Functional Linguistics,Input Hypothesis,Affective Filter Hypothesis and multimodal teaching theory,the author conducted a three-month empirical study on 125 Grade 7 students in two parallel classes at Lianjiang Middle School.During the 11-week teaching experiment,the experimental class was taught with multimodal listening while the control class adopted the traditional listening teaching.Furthermore,this study used questionnaire survey,listening test and interview to collect and analyze data on participants’ listening anxiety and listening scores,and the results showed that1.Middle school students generally have medium levels of listening anxiety.Furthermore,they are more vulnerable to listening anxiety due to the influence of listening materials and listening habits.2.Multimodal listening teaching is proven to alleviate the listening anxiety of middle school students,as the listening anxiety of the experimental class students relieved significantly after the teaching experiment.Furthermore,Multimodal listening teaching can alleviate middle school students’ listening anxiety in three main ways: improving listening materials,developing students’ listening strategies and habits,and creating a relaxed and low-stress learning environment.3.Multimodal listening teaching is proven to improve the listening scores of middle school students,as the listening scores of the students in the experimental class improved significantly compared to those before the experiment.Furthermore,Multimodal listening teaching provides learners with a large amount of comprehensible input and facilitates their listening strategies,thereby reducing listening anxiety and improving their listening scores.Although this study has the shortcomings of small sample size and short duration of the experiment due to the limitations of objective conditions.The study’s findings and conclusions provide a certain reference for the alleviation of listening anxiety and the implementation of listening teaching for middle school students.