Chapter One Introduction
1.1 Background of the Study
自20世纪70年代以来，第二语言习得的探讨人员已经把他们的注意力从寻找最好的教学措施，重点，如年龄，动机，认知风格和情感因素对学习者的in诠释者。其中之一最重要的情感因素在第二语言习得的焦虑已经吸引了极大的关注，许多学者。据麦金太尔·加德纳（1995），焦虑退出广泛的语言学习起着至关重要的影响，根据西方的语言教学实践和学术证明的结果。牛津大学（1993年）明确指出：语言焦虑是第一个原因，无论正式或非正式的学习环境作用外语学习。它已被证明霍维茨（1986），焦虑会产生深远的作用语言学习的各个方面，特别是在听力和口语。他还指出，焦虑是在听力和口语的过程中，一个显着的心理现象，现在由焦虑引起的听力障碍是一个话题值得讨论。然而，在中国的语言学习者的情况下，焦虑和急躁情绪是一种心理现象如此猖獗，且易于制作。无法理解和焦虑是不是唯一的原因和效果，而且还彼此交互。此外，它会听过程有负面作用，并会作用学习的主动性。近年来，这一领域刚刚下车开始，只是一些探讨提到的焦虑因素。Since the 1970s, the researchers of the second language acquisition have shifted theirattention from looking for the best teaching methods to focusing on the learners' internalfactors such as age, motivation, cognitive styles and affective factors. Anxiety which is one ofthe most important affective factors in the second language acquisition has attracted a greatdeal of attention by many scholars. According to the results of MacIntyre & Gardner (1995),anxiety exits extensively in the language learning and plays a vital role based on the Westernlanguage teaching practice and academic prove. Oxford (1993) clearly pointed languageanxiety is the first reason to affect foreign language learning no matter the formal or informallearning environment. It has been proved by Horwitz (1986) that anxiety will have profoundinfluence on every aspects of language learning, especially on listening and speaking. He alsopointed out that anxiety is a notable mental phenomenon in the process of listening andspeaking, right now hearing disorder caused by anxiety is a topic deserved to discuss.However, in the case of language learner in China, the anxiety and impatience is a mentalphenomenon that rampant and easy-to-make. Can’t understand and anxiety are not only causeand effect, but also interact with each other. Moreover, it will have a negative effect on theprocess of listening, and then will influence the learning initiative. In recent years, this fieldjust got off to start, and just few researches referred to the anxiety factor. 在该探讨中，微型实验有关听力焦虑也是不够的。因此，听力焦虑的探讨是值得讨论的，因为它是在第二语言习得的个体异同的探讨。
学习策略是指学生学习的措施。此范围，以提高内存的技术，以便更好地学习或应试策略。奥马利和Chamot（1990）学习策略定义为“个人SUSE帮助他们理解，学习，英语毕业论文，或保留新信息的特殊的思想或行为”。它的目的是使语言学习更容易，更快，更有效，更善于在新的环境。战略的选择有至关重要的作用，英语论文，选择，略论，记忆和信息的提取。西方SLA和听力策略，学习策略的基础上的理论框架，许多专家看了听力策略学习策略的一个重要分支。鲁宾（1975A，1981年b），文登（1987）和查莫特奥马利（1990）证实，学习策略在语言学习中起着至关重要的影响。
In the research ofthat, micro-experiment concerning listening anxiety is also insufficient. Thus, the study onlistening anxiety is worthy to be discussed because it is one of the researches on the individualdifference in Second Language Acquisition.
Learning strategies refer to methods that students use to learn. This ranges fromtechniques for improved memory to better studying or test-taking strategies. O’Malley andChamot(1990) defined learning strategy as "the special thoughts or behaviors that individualsuse to help them comprehend, learn, or retain new information". It aims to make languagelearning easier, faster, more effective and more adept to the new environment. The choices ofstrategy have a vital impact on the selection, analyzing, memory and extraction of information.Western SLA and listening strategy were based on the learning strategy as the theoreticalframework, and many experts looked the listening strategy as an important branch of learningstrategy. Rubin (1975a, 1981b), Wenden (1987) and Chamot & O'Malley (1990) confirmedthat learning strateg
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