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1、非英語專業(yè)高職高專生聽力材料和聽力焦慮的相關(guān)性分析ChapterOneIntroduction1.1MotivationandRationaleoftheResearchLearnersarerequiredtolistentoheterogeneouslisteningmaterialsiftheyintendtoachieveeffectiveandefficientcommunicationinEnglishunderavarietyofcontexts.Nevertheless,comprehensibi
2、lityofdifferentlisteningmaterialsmaynotbeequaltoeverylistenereventhoughtheyidentifyeverywordinthetext.Studiesdemonstratethatforeignlanguagelearnersfinditdifficulttocomprehendacademiclecturesandfailtocatchthemainpointsofthelecturesinspiteoftheirsufficientlangu
3、ageproficiency.(Allison&Tauroza，1995;Hyon,1997;Thompson,1994;Young，1994).Thisismainlybecauselearners'focalpointistodecodethespeech，wordbyword,ratherthanlocatethemainideabyrecognizingthetransitionsbetweenideasandgraspingtheentirestructuralfeatureofthegivenmate
4、rials.Largeamountsofevidenceindicatethatbackgroundknowledgeofthecontentandthatofthetextstyleshouldbeequallyessentialtolearnersincomprehendingthetext.Inotherwords，iflisteningmaterialsareinthesamegenres,similarityinform,styleandstructure,theymayserveastheequals
5、ocialpurposesandinformationorganizationinthesamefamats.Li(2005)showsEnglishmajorsobtainthemarksfromthehighestinconversation,thenthelecturetothelowestinnewsbroadcastingduringTEM4'slisteningcomprehensionbyaquantitativeanalysisandalsoprovesthatEnglishmajorsperfo
6、rmdifferentlyamongconversation,lecture,news(Li,2005:102:63).So,familiaritywiththegenericcharacteristicsofthe一listeningmaterialswillhelplistenersunderstandtheentirestructureofthetext.Andrecentyearswitnessthatanincreasingnumberofresearchersandeducatorshavegiven
7、learnerfactors,particularlyaffectivefactorstheirduebecauselearnersare"physicallycognitiveandprimarilyemotionalbeings"(Rogers,1976,citedbyBrown,1994).Amongalltheresearchesofaffectivevariables，anxietyhasgainedmore?attention,especiallyforeignlanguageanxiety.Quit
8、eanumberofresearcheshaveprovedforeignlanguageanxietyinfluencesindividualachievementandsuccessgreatly(Spielberger,1966;Chastain,1975;Horwitz.1986：Krashen.1982;MacintyreGardner,1991a).Never
