摘要
Three instruments are adopted including the Foreign Language Listening Anxiety Scales(FLLAS), a listening metacognitive strategy-use questionnaire and a CET-4 listening test. The results indicate that a large proportion of students report experiencing listening anxiety. There is significantly negative correlation between listening anxiety and listening proficiency and there is significant difference in the use of metacognitive strategies across three listening anxiety levels.
Three instruments are adopted including the Foreign Language Listening Anxiety Scales(FLLAS), a listening metacognitive strategy-use questionnaire and a CET-4 listening test. The results indicate that a large proportion of students report experiencing listening anxiety. There is significantly negative correlation between listening anxiety and listening proficiency and there is significant difference in the use of metacognitive strategies across three listening anxiety levels.
出处
《海外英语》
2015年第6期78-79,82,共3页
Overseas English
基金
2014年河南省社科联经团联调研课题的结段性成果之一(项目编号:SKL-2014-1238)
