An Experimental Study On Relieving English Listening Anxiety Of Secondary Vocational School Students Through Multimodal Teaching

As the initial channel of language input,"listening" is to build a good communication bridge among people,and is an important part of language learning.However,by the research of Horwitz,listening is also the skill that can easily bring anxiety to foreign language learners.Because multimodality has many advantages in listening teaching,many scholars at home and abroad are devoted to studying the application of multimodal teaching theory in foreign language listening teaching.Their research subjects are mostly middle school and university students.However,there are few researches on listening anxiety of students in secondary vocational schools where students are mainly from rural areas with weak English proficiency.In view of this,this thesis adopts visual grammar,Krashen's Affective Filter Hypothesis and Tobias' three-stage model as the theoretical framework,takes the listening anxiety questionnaire,interview and test as the research tools,and selects the students of Preschool Education in Dingxi Polytechnic Secondary Vocational School as the research subjects to solve the following research questions:1)To what extent do students in secondary vocational school experience anxiety in English listening? 2)Can multimodal listening teaching mode effectively relieve secondary vocational school students' anxiety in English listening? 3)Multimodal listening teaching mode is adopted to relieve students' listening anxiety,can the listening achievements of students in secondary vocational school be improved?In this study,the experimental method was used to conduct one semester teaching experiment in two classes of Preschool Education in Dingxi Polytechnic Secondary Vocational School.The experimental class used multimodal teaching mode to teach listening,while the control class used traditional three-step approach.After the experiment,SPSS 24.0 was used to analyze the questionnaire and test scores,and the following conclusions were drawn: 1)Students in secondary vocational school have a medium high level anxiety in English listening learning.They are most likely to be affected by the characteristics of listening materials.The order of the four dimensions of listening anxiety from high to low is: the characteristics of listening materials,situation-specific anxiety,listening habits and self-evaluation.2)Multimodal listening teaching mode can relieve the listening anxiety of students in secondary vocational school.The overall level of listening anxiety in the experimental class was lower than that in the control class,and the anxiety degree caused by self-evaluation,listening material characteristics and situation-specific anxiety was significantly relieved.3)Multimodal listening teaching mode can improve the listening performance of students in secondary vocational school.Due to the objective conditions,there are still some limitations in this study.However,it provides references and data for the study of the types and degrees of listening anxiety of secondary vocational school students,which can be used for reference by teachers in the same area.