An Analysis On The Relevance Between Affective Factors And English Listening Achievement Of Junior Three Students-

This study is an empirical research carried out after observing the situation of junior school English listening teaching.The aim of the study is to explore the emotional factors in English listening condition and find out the correlation between English listening achievement and three affective factors:listening motivation,anxiety,self-confidence,and English listening achievement.This study involves three kinds of research methods:questionnaire,interview and test.The research subjects are 96 students of Grade Three from Yongchun Chongxian Junior Middle School in Fujian Province.The author carried out the teaching experiment by recording the results of the English listening tests,using the three scales at the same time.They are English listening Motivation Scale,English Listening Anxiety Scale and English Listening Self-Confidence Scale,which are to measure the students’manifestation in motivation,anxiety and self-confidence.In addition,8 students randomly selected were interviewed.In this paper,SPSS 13.0 is used to analyze the collected data.The analysis includes the following steps.Firstly,the descriptive statistics are used to describe the overall situation of the subjects in listening motivation,anxiety and self-confidence.Secondly,in the interviews the author tries to collect key information and data of the subjects.Thirdly,by using Pearson’s correlation ratio,the author conducts the analysis of the correlation between English listening achievement and the three affective factors:listening motivation,anxiety,and self-confidence.The main results are as follows:1.Descriptive statistics show that the participants in this study have strong English listening motivation,high listening anxiety and moderate degree of self-confidence.2.The conclusion of the interview analysis is consistent with the descriptive statistics.3.The correlation analysis shows that:First,English listening motivation is positively correlated with English listening achievement.Namely,the stronger the motivation is,the better the students’ listening achievement will be.Second,the anxiety in English listening is negatively correlated with English listening achievement.That’s to say,the stronger the anxiety is,the worse the students’ listening achievement will be.Third,the students’ self-confidence in English listening is positively correlated with English listening achievement.That’s,the stronger motivation the students have,the better their listening achievement will be.From the above analyses,the author makes the conclusion that the three factors of Krashen’s "Affective Filter Hypothesis",are correlated with the English listening achievement.This paper is of some theoretical and practical significance to the teaching of English listening.From the theoretical perspective,this paper,based on Krashen’s“Affective Filter Hypotheses",provides an empirical study to prove the correlation between the emotional factors and English listening achievement.From the practical aspect,the author provides some enlightening guidance for the teaching of English listening.