Foreign language listening anxiety: A study of Korean students learning English.

摘要

This study investigated the relationship between foreign language listening and anxiety. The quantitative component of the study first examined the existence of listening anxiety and general foreign language anxiety, and then identified relationships between listening anxiety and listening proficiency or learner background factors. The qualitative component of the study further looked at sources and effects of listening anxiety.; A total of 253 EFL learners, all university students in Korea, participated in the survey. Participants' listening anxiety was measured by the Foreign Language Listening Anxiety Scale (FLLAS), a newly developed scale for this study. Other instruments used were the Foreign Language Classroom Anxiety Scale (FLCAS), the Marlowe-Crowne Social Desirability Scale (MCSD), the Foreign Language Reading Anxiety Scale (FLRAS), the Trait Anxiety Inventory (TAI), a background questionnaire, and a TOEFL listening test. For the qualitative data, 20 university students participated in retrospective interviews.; This study suggested that foreign language learners do indeed experience anxiety in response to listening comprehension. A majority of the participants acknowledged having experienced listening anxiety in foreign language classrooms and real-life communication situations. A factor analysis performed on the FLLAS revealed two factors: Tension and worry over English listening , and Lack of self-confidence in listening. Furthermore, the participants in this study experienced the highest foreign language anxiety of any observed in the various language anxiety studies.; Correlation analyses revealed that listening anxiety is significantly related to both general foreign language anxiety and listening proficiency, the latter suggesting that listening anxiety interferes with foreign language listening. According to multiple regression analysis, Lack of confidence in listening served as the best predictor of listening proficiency among all the FLLAS and FLCAS factors. In addition, listening anxiety was found to be significantly related to two background factors, university major, and study with tutors or in private language institutes.; The retrospective interview protocol and open-ended responses in the FLLAS showed that foreign language learners are sensitive to the types of listening passages or tasks. Based on students' explanations, factors viewed as causing anxiety were divided into three categories: characteristics of text, personal characteristics of learners, and characteristics related to listening process.