Listening comprehension anxiety: students' reported sources and solutions

The anxiety that accompanies the listening comprehension (LC) task is difficult to detect, but potentially one of the most debilitating, because in order to interact verbally the listener must first understand what is being said. With the instructional emphasis on input processing, LC anxiety merits...

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Bibliographic Details
Published in:Foreign language annals 1998-03, Vol.31 (1), p.67-80
Main Author: Jones Vogely, Anita
Format: Article
Language:English
Subjects:
Angst
Communication Apprehension
Didaktische Grundlageninformation
Einstellung (Psy)
Fragebogen
Fremdsprachenunterricht
Gesprochene Sprache
Higher Education
Hochschule
Hörverständnis
Language Processing
Lernklima
Linguistic Input
Listening Comprehension
Motivation
Questionnaires
Second Language Instruction
Second Language Learning
Spanischunterricht
Spanish
Student Attitudes
Teacher Role
Visual Aids
Zweitsprachenerwerbsforschung
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Summary:The anxiety that accompanies the listening comprehension (LC) task is difficult to detect, but potentially one of the most debilitating, because in order to interact verbally the listener must first understand what is being said. With the instructional emphasis on input processing, LC anxiety merits closer examination. Research shows that in order to be effective listeners, learners must be able to actively and strategically participate in the listening process within a low-anxiety classroom environment. Recognizing the effect of anxiety on listening is the first step; the next is to uncover the sources of LC anxiety and propose solutions. The study presents the sources and solutions to LC anxiety as reported by foreign language students and discusses the pedagogical implications that relate to the results. (Verlag).
ISSN:0015-718X
1944-9720
DOI:10.1111/j.1944-9720.1998.tb01333.x