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本文以某外语学院英语专业二年级和四年级学生为受试,通过问卷调查和听力考试,考察焦虑与英语听力理解(包括听力的总体能力和语音识别、听细节、听大意、推测四项子能力)的关系,同时研究性别和英语水平对焦虑程度和焦虑与英语听力理解关系的影响。实验结果如下:一、性别和英语水平对 EFL 学习者的听力焦虑没有独立和交互作用。二、EFL听力焦虑与语音识别在低水平学习者中负相关,在高水平学习者中无相关。三、EFL 听力焦虑与听细节、听大意、推测、和听力总体能力之间负相关,并且性别和英语水平不改变这一关系。四、EFL 听力焦虑与听大意、听力总体能力、推测、听细节、语音识别的相关程度依次降低。换而言之,听力技能难度越高,焦虑与之的相关越密切;这一规律不受性别和英语水平的影响。
In this paper, a foreign language college English sophomore and fourth grade students as the test, through the questionnaire and listening tests, examining anxiety and English listening comprehension (including the overall ability of listening and speech recognition, listening to the details, Ability), at the same time to study the impact of gender and English level on the relationship between anxiety and anxiety and English listening comprehension. The experimental results are as follows: First, gender and English level have no independent and interactive effect on EFL learners’ hearing anxiety. Second, EFL hearing loss and speech recognition are negatively correlated with low-level learners, but not with high-level learners. Third, the EFL hearing anxiety and listening to details, listening to the effect, speculation, and overall ability of listening negative correlation, and gender and English do not change this relationship. Four, EFL hearing anxiety and listening to the general, listening ability, speculation, listening to the details, the relevance of speech recognition in turn reduce. In other words, the more difficult your listening skills are, the more relevant the anxiety is; the law is not influenced by gender and English proficiency.