Study On English Listening Comprehension Anxiety And Listening Learning Strategies Of Non-English Majors

Despite the rich researches on both language learning anxiety and use of learning strategies by foreign language learners, studies concerning the relationship between the two factors are relatively scarce. This study took a step in the direction of examining listening comprehension anxiety experienced by non-English majors. It was focused on three major aspects: exploring the relationship between English listening anxiety and use of listening learning strategies; comparing the differences in the use of strategy categories across the low, medium, and high anxiety levels; and examining the gender differences in listening comprehension anxiety level and use of strategy categories. The participants selected for the study were 118 non-English majors from two intact classes. The self-designed questionnaire, English Listening Comprehension Anxiety Scale, was administered to assess students'listening comprehension anxiety. Another questionnaire, the English Listening Learning Strategies, was employed to elicit data regarding students'use of listening strategies. A series of data analysis methods were adopted in this study: Pearson correlations were used to determine the strength of relationship. The reliability assessments of the two questionnaires were conducted by examining the item-total correlation. The One-way ANOVA together with Post hoc LSD, Chi-square tests and t-tests were used to identify the differences in the above-cited aspects. The results of the present study revealed that learners'listening comprehension anxiety was rather pervasive and it had a significant negative correlation with use of learning strategies. Significant differences existed in the use of 13 individual strategy items among the three anxiety levels. Female students showed significant difference from the male students in the use of cognitive and metacognitive strategies. No significant differences in listening anxiety level existed between male students and female students. It was expected that teachers of English in China would take into account the negative correlation between listening anxiety and use of listening learning strategies, while contriving to help English learners diminish anxiety. Further research is needed to explore the sources of listening comprehension anxiety so as to find out effective approaches to lowering students'anxiety.