The Influence Of Language Anxiety On English Listening Teaching In Senior Middle Schools And Its Implication

In recent years, the study of affective factors in second language acquisition has attracted more and more attention from scholars. Affect is considered broadly as aspects of emotion, feeling or mood, including motivation, attitude, self-esteem, anxiety, self-perception and so on. One of the most important components in affective factors is anxiety. And the term affective, as one of the five hypotheses put forward by Stephen Krashen (1981), has gained a lot of popularity. Also, since 1970s, language researchers have been conducting studies on language anxiety, which is regarded as fear or apprehension occurring when a learner is expected to perform in a second or foreign language. But little has been done to study the relationship between language anxiety and English listening teaching in senior middle schools. And it is even often neglected. By experiment this paper is to explore the impact of language anxiety on English listening teaching in senior middle schools. The purpose is to find out the reasons for students' anxiety in listening class, to try new teaching methods guided by second language acquisition theories in combination with the practical teaching conditions in China, and to help the students improve their listening ability in a most favorable affective environment.