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In fact, since 1950, the study of anxiety, people have become the focus of education psychology. Psychologists pided anxiety into three types: personality anxiety and state anxiety and particular situation anxiety. Ming Ying defined anxiety as a psychology which belonged to the category of mood and the inpidual due to inability to reach the goal or overcome the threat of obstacles which rendered the loss of self-esteem and self-confidence, or increased the sense of failure and guilt, form a kind of nervousness, With a fear of mood, psychologists claimed to distinguish the two types of anxiety: facilitative anxiety and debilitative anxiety. They thought that the former could bring power to learner to study hard to complete tasks. However, the latter made learners to escape their duties which led a sense of anxiety. Debilitative anxiety mainly included: communication anxiety, negative evaluation, test anxiety and class anxiety. The four aspects of anxiety were closely related to the learner’s personality, ability and confidence. The second language acquisition thought the most crucial psychological factor in language learning is anxiety.
Ⅲ. Methodology
3.1 Purpose of Study
The present research is aimed at examining the existence of English listening anxiety among junior middle school students, it assumes that listening anxiety may exist in junior middle school students liked other groups of students, so the purpose of the paper is to find out the major causes of English listening anxiety. What is more, the author wants to put forward some strategies to help teachers to reduce the anxiety of students. The paper will concentrate on these questions listed below with the purpose of realizing the goals.
1. Do the junior school students experience listening anxiety?
2. What factors attribute to the listening anxiety of English listener?
3. How can we reduce the English listening anxiety of students?
3.2 Object of Study
The 45 students as subjects in this study are in Grade eight from the foreign middle school, a common school in HuaiYang County. Of all the subjects, 20 are girls and 25 are boys. They have the same learning experience of English.
3.3 Methods of Study
In this study, the author mainly adopts two study methods, questionnaire and interview. This study will carry out with two phrases. The first one is to make a survey consisting of three parts. Firstly, we use a questionnaire to study the anxiety state of these testers; secondly, we hold a listening test and the purpose of this test is to find out the relationship between listening anxiety and listening level; thirdly, we adopt an interview, which aims at finding out the causes of listening anxiety.
The author makes a questionnaire (see appendix I) to find out some information about the English listening anxiety of the subjects. The subjects are also asked to give their opinions about following items: the daily time of listening English, The interest in English, the motivation of acquiring listening strategies. The questionnaire consists of some items measuring the subjects’ presented status of English listening anxiety.