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learners experience anxiety,the symptoms express not only physical effects but also many emotional ones such as"feelings of apprehension or dread，trouble concentrating, feeling tense or dumpy,watching (and waiting) for signs (and occurrences) or danger, and，feeling like yourmind's gone blank" (Smith, 2008)- Therefore, many people once thought anxiety isfear. But in fact, they are different, because fear is a kind of emotional reaction toperceived danger and a tfaieat that is identifiable. So，in this present study, foreignlanguage anxiety is defined as “fear or apprehension occurring when a learner isexpected to perform in the second or foreign language" (Gardner and Maclntyre,1993).
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Chapter Three Methodology.........21
3.1 Research Questions.........21
3.2 Subjects......... 21
3.3 Instruments.........   22
3.4 Treatment.........  24
3.5 Data Collection and Analysis Procedures......... 25
Chapter Four Results and Discussion...... 27
4.1 The Present Listening Anxiety State of English Majors......... 27
4.2 The Relationship between Gender and Listening Anxiety.........  31
4.3 Correlation between English Listening Anxiety .........33
4.4. Correlation between Listening Anxiety and the Use......... 34
4.5 Summary......... 41
Chapter Five  conclusion.........  42
5.1 Major Findings .........  42
5.2 Implications of the Study.........   42
5.3. Limitations of the Study and Suggestions for the Research......... 43

Chapter Four Results and Discussion

4.1 The Present Listening Anxiety State of English Majors
The background infonnation questionnaire is the first part of the questionnairethat is used in this study in order to get the specific infonnation about the presentlistening anxiety state of the subjects. The following Table 5 demonstrates the basicinfonnation of the subjects. As is shown in the table，listening is believed by 32% of the students to be theone which provokes most anxiety. When asked to appraise their listening ability, 42%of the students claim to be low-proficiency listener, 17% of whom think their listeningproficiency is very low. 21% of the students believe their listening proficiency is atthe medium level and 12% see themselves as high-proficiency listeners. The detailedanalysis of students' listening anxiety can be seen in the following table 6. According to the table, 62% of the subjects have an average level of Englishlistening anxiety. The table also shows that 13% of the subjects are highly anxious and21% of students have low English listening anxiety. Therefore，according to thedescriptive statistics, we can figure out that a majority of the subjects of this studyreally experience significant English anxiety in their English leaming.
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Conclusion

The previous chapter focuses primarily on presenting the research results. Thestudy carries among English major students in Anhui Science and TechnologyUniversity, including 29 female students and 71 male students. It utilizes a series ofdata analysis methods including descriptive analysis，t-tests，Pearson correlationanalysis and multiple comparisons with the help of SPSS 13.0. In t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。