【正文】 畢業(yè)論文(設(shè)計(jì))Acknowledgements I wish to express my thanks and appreciation to my tutor, Ms. Deng Chunyan, whose careful reading and suggestions have been invaluable to me throughout my thesis writing. My thanks should also be given to all the teachers who have taught me my BA courses. Without their enthusiasm and support, I cannot have done it. I am also grateful to my classmates and roommates for their psychological support and encouragement. In particular, I own a special debt of thanks to Jiang Fangting, who has given me many suggestions to revise the paper. Abstract Listening is an essential ponent of munication in human life, but for most middle school students, listening is very difficult. In other words, it is their mon weakness. Most Chinese students regard English listening prehension as the most difficult part in all kinds of examinations. They think the listening materials are too difficult to understand. The speed of delivery is too fast and accordingly, anxiety easily takes place during listening prehension. This paper mainly analyzes the concept of anxiety, the relationship between anxiety and language learning, and some symptoms of anxiety. It also discusses some factors affecting middleschool students’ anxiety while listening. Listening prehension is a plex activity: it requires students to use their phonetics, vocabulary, grammar and background knowledge. The author suggests some ways to reduce anxiety and improve listening prehension from two aspects. On the one hand, students must first have a good mand of linguistic knowledge, and form a good habit of listening, taking notes while listening. On the other hand, teachers should help students to reduce high anxiety. Teachers can foster students’ good psychological state and interest in study. When students master enough linguistic knowledge, background knowledge, and listening skills, they can understand the listening materials well. In this way, they will not feel anxious while listening. And then they also can get the target to improve their listening prehension effectively. Key words: anxiety listening prehension strategies摘 要 對(duì)于中學(xué)生來(lái)說(shuō)，聽(tīng)力理解是聽(tīng)說(shuō)讀寫四項(xiàng)技能中最難的環(huán)節(jié)，是他們的共同弱點(diǎn)。大多數(shù)中國(guó)學(xué)生普遍認(rèn)為聽(tīng)力理解是各種考試中最難的部分。他們認(rèn)為聽(tīng)力材料難懂，語(yǔ)流太快以至經(jīng)常有聽(tīng)力焦慮感。本文主要分析了焦慮的概念，焦慮與語(yǔ)言學(xué)習(xí)的關(guān)系和焦慮的一些癥狀，還討論了一些影響中學(xué)生焦慮的因素。聽(tīng)力是一項(xiàng)復(fù)雜的活動(dòng)，在聽(tīng)力的過(guò)程中需要綜合地運(yùn)用學(xué)生的語(yǔ)音、詞匯、語(yǔ)法、文化背景等方面的知識(shí)去完成每道題目。作者從兩方面提出一些減輕焦慮及改進(jìn)聽(tīng)力理解的有效途徑。一方面，學(xué)生必須扎實(shí)地掌握語(yǔ)言知識(shí)體系，包括對(duì)語(yǔ)音、語(yǔ)法、詞匯等的掌握，養(yǎng)成良好的聽(tīng)力習(xí)慣，邊聽(tīng)邊做筆記等。另一方面，老師應(yīng)該幫助學(xué)生減輕焦慮，英美文化背景知識(shí)和聽(tīng)力技巧，他們能夠容易聽(tīng)懂聽(tīng)力材料。這樣他們?cè)诼?tīng)力過(guò)程中就不容易產(chǎn)生高焦慮，從而達(dá)到有效提高聽(tīng)力水平的目的。關(guān)鍵詞：焦慮 聽(tīng)力理解 策略Contents Acknowledgements……………………………………………….……..….………...iAbstract(English)………………………………………………..……….….………...iiAbstract(Chinese)……………………………………………………..….…….……..iiiContents……………………………………………………………..………….……..iv1. Introduction….……………………………………………………..……………….12. Anxiety………………………..….…………………………………………………2 . Language anxiety ………….………… .………………………………………….………..3 . The symptoms of anxiety ...…… ……………………………………………...43. Factors affecting students’ anxiety while listening …………..…………………….4 . Selfconfidence………………..……………………………………….………5 . Motivation ……………………...………………………….……………….….5 . The speed of speaking………………..………….…………….………….…....6 . Lack of the basic knowledge of English ………………..…………….….……6. Lack of phonetic knowledge………………..……..……………….…….7. Vocabulary………………………………….…………………………..8. Grammar……………………………………….……………………….9. Cultural background knowledge……….………….………………..…..9. Lack of listening skills……………………….…………………...…………..104. Strategies in reducing high anxiety………………...………………………..…….11. Teachers’ strategies in reducing students’ high anxiety………...……..……..11. To protect students’ selfesteem and educate their confidence ..………....11. To cultivate students’ interest in listening………………………………..12 . Strategies of students in improving listening………………..…….………..…14. To improve linguistic knowledge……………………………….….……14. To practice for the tempo of speaking………………..…..…..………….15. To enlarge vocabulary……………………………………….…..……….16. Strengthen grammar……………………………………………….….…16. Enrich background knowledge………………………….…………….…16. Master useful listening skills …………………………………………....175. Conclusion…………………………………………………….…………………..18References………………………………………………………………...……….....20Strategies in Reducing High Anxiety of Middleschool Students on English Listening Learning20 1. Introduction As we know, listening, reading, writing, speaking and translating are the five basic skills in language teaching and learning. Listening, one of the means of language munication is used most widely in our daily life. About three quarters of an adult’s time concerns listening. Listening plays the first and the most important role in learning a foreign language. In China, however, teaching listening has been neglected for a long time. What most teachers do in class is merely to play the recorder and check the answers. Some try to help students to understand the content by constant stopping and repeating and explaining word by word. However, English listening is a more plex activity in which the listener is expected to have the ability to follow the general trend of what is said, to understand special details, and to infer the speaker’s intention. The author has done an oral survey in a country middle school in March 2007. About % of the English language learning students think that the most bothering and most difficult course is listening prehension, and even some of them have difficulties in understanding their teacher who gives lessons in English. Of course, it is difficult for a middle school student to understand the listening material if he has not enough vocabulary and the ability of telling the grammar construction. In the author’s survey, about 35% of the students with low listening prehension think this is because they do not understand the knowledge about linguistics and they are not