A Study On Foreign Language Listening Anxiety Of Chinese University Non-english Majors

As the language teaching focus shifted from teacher-centered to learner-centered in the 1960s, more and more researchers at home and abroad have paid their attention to the learners in second language learning and teaching. They attach more significance to the learner's emotional needs in addition to their intellectual needs. Anxiety is one of the affective factors that most pervasively obstruct the learning process.The studies attempted to investigate foreign language listening anxiety of non-English major students contextualized in China by utilizing the quantitative research method, hoping to make contribution to the practical instructions of listening comprehension in Chinese universities and colleges. A total of 180 of second year Chinese Non-English major students of Jiangxi Normal University participated in this study. Students' anxiety levels were measured by the Chinese version Foreign Language Listening Anxiety Scale (FLLAS). Students were also asked to complete a background questionnaire. The major purposes of this study were: first, to examine the state of non-English majors'English listening anxiety in China; second, to produce information concerning the relationship between listening anxiety and their English listening proficiency; third, to examine the differences in students'English listening anxiety between male and female learners, and fourthly, to explore the differences in students'English listening anxiety between Arts and Science students. Finally, on the basis of the findings in this study, this thesis discussed the implications for current English teaching and learning. The data were analyzed by using SPSS16.0.The results from this study show that: firstly, Chinese university non-English majors in general experience a high level of listening anxiety; secondly, there is negative correlation between students' anxiety and listening proficiency(r=-.874**, p<.01); thirdly, there is significant difference in listening anxiety level between male and female students (t= 2.503, p=.014<.05). The male students tend to experience significantly higher level of anxiety than the female students in listening comprehension anxiety; fourthly, Arts students and Science students have a similar listening anxiety level as a whole, but students in Science demonstrate significant differences in 8 items from Arts students.These results of the present study have some practical implications for English teaching in Chinese universities. Firstly, the teacher should reduce the competition atmosphere in the listening classroom and encourage students to relax through music, laughter or games in order to create a friendly and supportive learning atmosphere rather than a threatening environment for language learners. Secondly, the students should improve their English proficiency so as to build their confidence, which can help them lower their listening anxiety. Thirdly, the instructors should not only pay attention to all the students, but also pay more special attention to the male students and try to help them take active and effective measures to overcome such harmful emotional experiences and get better listening results. Lastly, the teachers should pay much special attention to the science students by providing positive feedback at every step of listening instruction to them.