Interrelations between Foreign Language Listening Anxiety and Strategy Use and Their Predicting Effects on Test Performance of High- and Low-Proficient Chinese University EFL Learners

Autor/in	Liu, Meihua
Titel	Interrelations between Foreign Language Listening Anxiety and Strategy Use and Their Predicting Effects on Test Performance of High- and Low-Proficient Chinese University EFL Learners
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 4, S.647-655 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-016-0294-1
Schlagwörter	College Freshmen; Undergraduate Students; Anxiety; Correlation; Foreign Countries; English (Second Language); Second Language Learning; Listening Comprehension Tests; Questionnaires; China + Suchen Sie Ihr Suchwort? Studienanfänger; Angst; Korrelation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverstehensübung; Fragebogen
Abstract	The present research examined the associations between foreign language listening anxiety (FLLA) and strategy use (FLLSU) and their predicting effects on test performance of high- and low-proficient Chinese university English as a foreign language learners. 1160 first-year undergraduate non-English majors answered the battery of questionnaires and took the listening test, among whom 227 low- and 243 high-proficient students were included in the final analyses of the collected data. The findings were as follows: (1) the low-proficient group was significantly more anxious about English listening and less confident in their English listening proficiency, and employed word-oriented and less active listener strategies significantly more often than their high-proficient peers, (2) FLLA was generally significantly correlated with FLLSU for both high- and low-proficient groups, and (3) FLLSU was a good predictor for English listening test performance for both low- and high-proficient students. It is thus concluded that FLLA and FLLSU are two closely interrelated and important factors in second/foreign language (SL/FL) learning, that FLLSU is a more influential factor for SL/FL listening learning, and that proficiency greatly mediates students' FLLA levels and FLLSU frequencies. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01