Correlation Between Listening Anxiety,Meta-cognitive Strategies And Listening Achievements Among Junior High School Students

In the context of real language applications,people are more often listening to others.Therefore,in order to learn English well,improving listening ability is the top priority.Listening to English is not only important,it is also very challenging.Because we may have to deal with the speaker’s excessive speed,intonation and topics that we are not familiar with,many learners will feel fear and anxiety about listening to English in listening practice and actual communication.Studies have shown that the rational use of meta-cognitive strategies has a positive effect on English learning.Therefore,this study conducted relevant studies on listening anxiety,the use of listening meta-cognitive strategies and listening performance.The number of studies on the correlation between listening anxiety and the use of hearing meta-cognitive strategies is very small,and there are almost no studies of junior high school students.Therefore,this study has the theoretical significance of supplementing the relevant research and the practical significance of building the confidence of learners’ communication ability.On the basis of emotion filtering hypothesis and constructivism theory,this research adopts questionnaire method and SPSS tool to investigate and analyze 120 second-grade junior students.This study discusses four research questions:(1)To what extent is there a correlation between English listening anxiety and listening scores in junior high school students?(2)To what extent is the use of English listening meta-cognitive strategies for junior high school students correlated with listening scores?(3)To what extent is there a correlation between English listening anxiety in junior high school students and the use of listening meta-cognitive strategies?(4)How much predictive is the use of English listening meta-cognitive strategies and listening anxiety in junior high school students?The following conclusions were drawn from the analysis of the data collected by SPSS 21.0:(1)There is a significant negative correlation between listening anxiety and listening score.Except for oral listening anxiety,the other five types of anxiety are significantly negatively correlated with scores at level 0.05,all of which are low correlated.Among the six types of anxiety,lack of self-confidence anxiety has the largest correlation coefficient with scores,followed by test anxiety,basic knowledge deficiency anxiety,communicative anxiety,process-related anxiety,and oral listening anxiety.(2)There was a significant positive correlation between the use of listening meta-cognitive strategies and listening scores,and the five strategies showed a significant positive correlation with the scores at the level of 0.05.Except for the direct concern that was moderate correlation,the others were all low correlations.Among them,the correlation coefficient between direct attention and performance is the largest,followed by self-awareness,psychological translation,problem solving,and plan evaluation.(3)There is a significant positive correlation between listening anxiety and the use of listening meta-cognitive strategies,and the effects of different dimensions of listening anxiety on the use of hearing meta-cognitive strategies are in order:lack of self-confidence anxiety,test anxiety,lack of basic knowledge anxiety,communication anxiety,process-related anxiety,and oral listening anxiety.(4)Anxiety and meta-cognitive strategies have a higher degree of correlation with scores.Anxiety and meta-cognitive strategies can explain the difference in scores by 19.1%.Therefore,the results of this study are a useful complement to the research on English listening anxiety,listening meta-cognitive strategies and listening achievement in junior high school students.At the same time,this study is instructive for teachers to teach English and learners to learn English.