Chapter I Introduction
1.1 Research Background
In recent years, schools in and abroad from different levels focus on teaching reformation. Thetradition teaching model which character in teacher centered could not ensure teaching quality andteaching efficiency. At the same time, it was not available to develop students’ critical thoughts andcreativity. In that case, constructivism began to play a more and more important role to guide Englishteaching as a psychology theory, and teaching strategy has been shifted from teacher-centered tostudent-centered. Researchers had paid more and more attention to learners’ inner thoughts especiallytheir psychology needs. Anxiety, as one of the affective factors, had been studied for years in languagelearning. As listening comprehension has it proportion of 35% in their most important English test:CET-4 and CET-6, college students’ were required to achieve appropriate listening skills.Therefore, Listening skills have become an important focus of language teaching and learning, anda lot of new researches have been generated. The research to date, however, has neglected an importantdimension of the listening process, the affective factors, in particular, the factor of anxiety. Studycombining Foreign Language Anxiety and listening process is very necessary and significant. Throughthis process, we can have a better understanding of the nature of listening process and provide morecolorful evidence for Foreign Language Anxiety study. It’s also practical to pedagogic domain inlistening teaching and learning and developing a solution to the problem of Foreign Language Anxiety.The real experience of being a College English teacher makes the author notice that college studentsfeel anxiety in the listening process and are influenced by that a lot.The international background of learning English highly demands the students’ Englishcommunication skills, including listening comprehension. For example, College English CurriculumRequirements states that College English teaching goal is to develop students’ ability to use English,especially listening and speaking, so that they can use English to communicate effectively in theirfurther study, work and social contacts. However, students generally reflect their listening level werelower than their desired objectives; particularly those college English students have time-consuminginefficient characteristics in their listening comprehension training. “Not understand” and “listeninganxiety” mutual influence on each other in a vicious cycle in the English Listening and learning. Atpresent, study for anxiety shift from broad learning anxiety to specific language skills related to anxiety.But for listening, speaking, reading and writing those four basic skills of learning English, listeninganxiety, especially listening anxiety of non-English majors are still relatively few. Therefore, theobjective of this study is to analysis College English students’ listening anxiety, especially freshmen innewly founded undergraduate colleges and universities then make some further suggestions to reducethe negative anxiety measures.In this thesis, the author will take Luliang University, a university founded at 2017, as an example,to explore the listening anxiety factors of non-English majors in newly-built-college.
1.2 Significance of the Study
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