The Relationship Between Listening Anxiety and Listening Strategies Used by English Major Students

Presenter：Adam Wang Adviser：Dr. Pi-Ying Teresa HsuDate： Jan 6, 2014

Contents

Introduction

Literature Review

Methodology

2

Introduction

• Background

• Purpose of the study

• Research Questions

• Significance of the study

3

Introduction

Background

Listening is an essential skill which develops faster than speaking and often affects the growth of reading and writing abilities in learning a new language.

4

Introduction

Purpose of the study

To probe into the relationship between listening strategies and listening anxiety

5

Introduction

Research Question

6

Introduction

Significance

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1. The study will give the EFL teachers with appropriate advice and assistance to get over student difficulties in English listening and to lower down student’s listening anxiety.

2. The study will also provide right directions for teachers and students to succeed English listening teaching and learning.

3. Effective strategies employed by high listening anxiety listeners can reduced student’s anxious feeling, in order to enhance the listening comprehension of less effective listeners

Literature Review

• Listening Comprehension

• Definition of Listening Strategies

• Types of Listening Strategies

• Definition of Listening Anxiety

• Findings on other researcher’s study

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Listening Comprehension

As Sadighi & Zare (2006) indicated that the difficulty of exploring the listening skill and the assumption that learners develop the listening skill has a lack of research in the listening skill of the foreign language.

Sadighi & Zare (2006)

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Definition of Listening Strategies

Defined the term –listening strategy– is used to refer to the strategies that listeners consciously or unconsciously use in order to understand, analyze, and interpret a text.

(Vandergrift, 2007)

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Types of Listening Strategies

Learning strategies were categorized as meta-cognitive, cognitive, and socio-affective strategies are steps taken to contribute learners to acquire, store, retrieve, and use information, these strategies which has been developed.

(O’Malley & Chamot’s, 1990)

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Types of Listening Strategies

1. Meta-cognitiveto increase comprehension and

second language retention

2. Cognitiveutilized by listeners to scope

with material to be learn or to apply specific techniques

3. Socio-affectiveemployed by learners to

cooperate with classmates , to question the teacher for clarification

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Definition of Listening Anxiety

Is a psychological term, refers to a personality trait which can influence the process of learning in general, and language learning/acquisition in particular

(Izadi, 2012)

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Findings on other researcher’s study

The findings of his study showed that the more proficient listeners used more planning strategies than the less proficient listeners and that the more proficient listeners were more attentive than the less proficient listeners.

(Liu, 2008)

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Findings on other researcher’s study

The study showed that the more proficient listeners employed meta-cognitive strategies more frequently than the less proficient listeners, and the variations in this type of strategy use had a statistically significant relation across the listening ability.

(Vandergrift, 2007)

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Methodology

• Participants & Setting

• Instruments

• Procedure

• Data analysis

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Methodology

Participants & Setting

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Approximately 200 college students in Chaoyang University and Technology

FreshmanSophomore

Instrument

English Listening Comprehension Strategy Questionnaire

adapted from Ho (2006)

• 30 items & 5-point Likert Scale

• Cronbach’s Alpha = .87

• P < .0518

Instrument

Foreign Language Listening Anxiety Scale (FLLAS)

developed by Kim (2003)

33 items & 5-point Likert Scale

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Methodology

English Listening Comprehension Strategy Questionnaire

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Methodology

English Listening Comprehension Strategy Questionnaire

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Methodology

Foreign Language Listening Anxiety Scale (FLLAS)

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Methodology

Procedure

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On May 201410-15 minutes before the class

Data Analysis

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Pearson -Correlation

Q1

Is there any significant relationship between listening strategies and listening anxiety?

Q2

Is there any significant relationship between listening strategies and English performance?

Q3

Is there any significant relationship between listening anxiety and English performance?

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