A Study On The Correlation Between English Listening Anxiety,Anxiety Self-regulation Strategy And Listening Achievement Of Higher Vocational Students

Since Krashen proposed the affective filter hypothesis,many foreign language teachers and researchers have begun to pay attention to the influence of affective factors on second language acquisition.Anxiety is considered to be one of the most important factors affecting second language acquisition and has a great impact on the language learning process.It has become a hot topic in second language acquisition research at home and abroad.Listening is not only an important part of language competence,but also an important source of language input and information for second language learners.But at present,listening has been ignored in English teaching in vocational colleges,and listening is a highly complex mental activity and fleeting,so it’s very easy to cause listening anxiety,and it can further affect listening.In short,the English listening level of vocational college students needs to be improved.The author chose the affective filter hypothesis of this research and self-regulation theory as the theoretical basis,and used the methods of questionnaire,interview and test to investigate 380 students of nine classes in Inner Mongolia Modern Vocational and Technical College,aiming at resolving the following three research questions: 1.What is the status quo of English listening anxiety and listening performance of higher vocational students 2.How do higher vocational students use self-regulation strategies for English listening anxiety? 3.Are there significant correlations between English listening anxiety,anxiety self-regulation strategies and listening scores of vocational college students? Are there significant differences in the listening anxiety and the use of anxiety self-regulation strategies among vocational students with different listening levels?The results are as follows: First,the English listening anxiety of vocational college students is at medium high level（M=3.394）.Among them,the score of listening habit dimension was the highest（M=3.996）,and the score of listening situation dimension was the lowest（M=2.071）.This shows that vocational college students have the most listening anxiety caused by listening habits and the least listening anxiety caused by listening situations.In terms of the percentage of students with different listening levels,80.6% of vocational students’ listening scores are at the middle and low levels.In short,the status quo of listening anxiety and listening scores of vocational students is not optimistic.Second,the use of self-regulation strategies for English listening anxiety is at a medium low level（M=2.707）,in which the mean value of action strategy is the lowest（M=2.106）,and the mean value of avoidance strategy is the highest（M=3.814）.In terms of percentage,68.3% of the people used low frequency of positive anxiety self-regulation strategies,while 72.8% of the people used medium frequency of negative anxiety self-regulation strategies.The results showed that the frequency of using positive anxiety self-regulation strategies was low,while the frequency of using negative anxiety self-regulation strategies was high.Third,there is a significant negative correlation between listening anxiety and listening performance,between listening anxiety and anxiety self-regulation strategy,and there is a significant positive correlation between anxiety self-regulation strategy and listening performance.Further results of one-way ANOVA showed that there were significant differences in the frequency of self-regulation strategy use in the whole group and in the frequency of self-regulation strategy use in each dimension among the high,middle and low groups.High score students are more inclined to use positive self-regulation strategies of anxiety,including action strategy,cognitive change strategy and situation correction strategy to regulate their anxiety,while the students with low score were more inclined to use negative avoidance strategies to regulate their anxiety.In addition,the study also found that the students in the high level group and the students in the medium level group had a medium low or medium level of anxiety,indicating that moderate anxiety can promote the improvement of listening level to a certain extent.Based on the above research results,the author provides some suggestions to English listening teachers and learners in vocational colleges.