Influence Of Language Anxiety On English Listening Teaching In Middle School

In recent years, English teaching in our country gets more and more extensive attention, and English teaching in middle school has become the focus of study of language experts and teachers. For a long time, English teaching in middle school has been in"a teacher- centered"mode. This teaching model places too much emphasis on the cultivation of students'cognitive ability, and ignores the influence of affective factors on learning. Emotion refers to the attitude and feelings of human behavior, including motivation, attitude, self-esteem, confidence, anxiety, empathy and self-perception. Anxiety is the largest obstacle in foreign language study. Anxiety can easily lead to strain, fear, and a waste of energy and attention. Students'energy for thinking and memory will be reduced, the effect of language storage and output will decrease, and thus the incidence of anxiety will increase.Language anxiety refers to the worries and fears that the learners perform to the language and language learning environment. Students with language anxiety have little enthusiasm to answer questions and participate in the classroom activities. And they will take the avoiding strategy when facing the complex sentence structure. Listening comprehension is a learning process of high concentration of attention and can not interacted by the external and internal disturbances. For those who have a sense of fear and tension when referring to listening, language anxiety in listening training has become their biggest obstacle. Those students will even avoid listening training in English listening class,and unwilling to make any effort to improve their listening skills.Students in middle school are at puberty. The physical, emotional, cognitive aspects are also in the germinating period. Those students are full of plasticity, and also easy to produce reverse psychology. Their pressure on schoolwork is great, which can easily lead to language learning anxiety. Therefore, as a middle school English teacher, we have a responsibility to the reasons of inducing students'language anxiety, and with the effective strategies to help students reduce anxiety and improve learning effectiveness. This paper is intended to study extent and causes of the anxiety in middle school English listening classroom, drawing on second language acquisition theory, the combination of reality, trying new methods of teaching, creating a low-anxiety classroom environment so that students'listening ability is improved.