A Study on the Realtionship among English Majors’ Listening Anxiety, Listening Self-efficacy and Their Listening Performance 英语专业学生听力焦虑、听力自我效能感和听力成绩的关系研究开题报告

1. 研究目的与意义（文献综述包含参考文献）

With the development of globalization, English plays a more and more important role in our social and economic life. China has nearly one-fourth of the population in the world. With more and more frequent communication with the outside world, the ability to use English has become increasingly important. The question of how to learn English more effectively attracts the attention of both English teachers and learners.In China, English is an important part in compulsory education. Listening, as one of the basic skills in language acquisition, occupies irreplaceable place in the process of language learning. It has always been regarded as an essential part in learning process. For junior high school students, listening is especially a major channel to obtain language input and to acquire the language. Thus it is often regarded as a foundation of other language skills. Excellent listening performance contributes to successful communication.However, foreign language listening English is multifaceted and complicated. Students have a lot of differences in their listening. Among the factors resulting in individual differences in listening, the influence of emotional factors should not be ignored. Bandura (1977) firstly states that students who have high degree of self-efficacy express higher academic aspirations and pursuits than students with low degree of self-efficacy. Students with high degree of self-efficacy are apt to spend more time on academic assignment and exert more efforts in face of difficulty in the learning process. Indeed, individuals beliefs in their capabilities to perform a task determine the efforts and engagement they exert on the task, because the students perception of efficacy affects the choices they make, the challenges they choose, the efforts they exert when they confront difficulties (Pajare anxiety poses several potential problems for the students of a foreign language because it can interfere with the acquisition, retention, and production of the new language. In addition, listening anxiety can hinder listening achievement because language listening needs a relatively intense cognitive activity while language anxiety affects cognitive processes and results in distraction. Bergoon (1983) stated that apprehension of communication varied according to the mode of communication.Since the 1980s, researches on foreign language anxiety have been shifted to theanxiety concerning specific language skills such as listening anxiety (Vogely，1998);reading anxiety (Saito, Horwitz speaking anxiety (Kitan, 2001) and writing anxiety ( Cheng, Horwitz Schallert, 1999). Among these anxieties, listening anxiety might be the most anxiety-provoking and problematic (Horwitz, Horwitz Cope, 1986). Therefore it is necessary for us to fully study the students self-efficacy and listening anxiety in their listening process.

2. 研究的基本内容、问题解决措施及方案

2.1 Research Questions Existing studies at home and abroad mainly focus on the relationship between foreign language learning anxiety, foreign language self-efficacy and academic achievement. Specifically, in the field of foreign language listening, there are few studies on the relationship between listening anxiety, listening self-efficacy and listening performance, and there are only a few studies on the relationship between English majors. In addition, given the importance of English listening level for English majors, special attention should be given. Therefore, this study aims to explore the relationship between English listening anxiety, listening self-efficacy and listening scores of English majors, and to answer the following research questions:(1) What is the level of listening anxiety and listening self-efficacy of English majors?(2)What is the correlation between listening anxiety, listening self-efficacy and listening performance?(3)Are there differences in listening anxiety and listening self-efficacy among students with different listening levels?(4) Can listening anxiety and listening self-efficacy effectively predict listening scores?修改：Existing studies at home and abroad mainly focus on the relationship between foreign language learning anxiety, foreign language self-efficacy and academic achievement. Specifically, in the field of foreign language listening, there are few studies on the relationship between listening anxiety, listening self-efficacy and listening performance, and there are only a few studies on the relationship between English majors. In addition, given the importance of English listening level for English majors, special attention should be given. Therefore, this study aims to explore the relationship between English listening anxiety, listening self-efficacy and listening scores of English majors, and to answer the following research questions:(1) What is the level of listening anxiety and listening self-efficacy of English majors?(2)What is the correlation between listening anxiety, listening self-efficacy and listening performance?2.2 SubjectsIn this research, the subjects are 60 fresh graduates of English majors from Nanjing Tech University. The classes with both men and women are majored in English as a foreign language and has learned relevant listening curriculum.2.3 Instruments2.3.1 Self-efficacy questionnaire for listening learning With reference to the survey tools of previous studies, the author chose the questionnaire in Wang Huans (2013) master thesis as the questionnaire of listening self-efficacy in this study after sorting and analyzing and combining with the research content of this study, and made some modifications according to the listening conditions of English majors. The reliability and validity of this questionnaire has been tested in previous studies (Zhou, 2010). Likert scale of five grades was also adopted, which were completely inconsistent, usually inconsistent, uncertain, usually consistent and completely consistent, with the score ranging from 1 to 5. Questions 5, 6, 13, 14, 15, and 16 for reverse assignment. The higher the score of the questionnaire, the higher the level of English listening self-efficacy. In order to facilitate the observation of the value of listening self-efficacy, the final score of the questionnaire was the sum of the scores of each question divided by the total number of questions. The final score was between 1 and 5.2.3.2 Anxiety questionnaire survey for listening learningThe listening anxiety questionnaire used in this study was selected from the Foreign Language Listening Anxiety Scale used by Elkhafaifi (2005), which has been tested for reliability and validity (Zhang Xian, 2011) and has been widely used to measure the level of foreign language listening anxiety. This scale is in English and measures the level of listening anxiety of Arabic learners as a foreign language. Therefore, the word Arabic should be replaced by English in the translation of the scale in this study. In order to avoid the ambiguity of translation and expression, the English listening anxiety questionnaire of this study was formed after modification. The questionnaire consisted of 20 questions using a 5-level Likert scale. Each question was assigned five options, ranging from 1 to 5, including strongly disagree, disagree, neither agree nor disagree, agree and strongly agree. Questions for reverse scoring are 12, 13, 14, and 18. The higher the score of the questionnaire, the higher the level of English listening anxiety. In order to facilitate the observation of the listening anxiety value, the final score of the questionnaire is the sum of the scores of each question divided by the total number of questions. The final score was between 1 and 5.2.4 Data collectionThe listening score data are obtained from the listening test section of the schools final exam. The maximum score is 100. The final exam is organized uniformly by the school, with consistent scoring standards and unified paper revision, and the listening data collected is of high reliability. In addition, the study subjects paid more attention to the results of the final exam, and the degree of completion of the listening questions was high. The collected listening results of the final exam could objectively reflect the current English listening comprehension level of the subjects.