Abstract:

As one of the basic skills of English learning, listening is the main channel for students to acquire the different kinds of information. According to the listening process, listening could be divided into three parts: pre-listening, while-listening and post-listening. With the rise and development of humanism, the researchers find the anxiety has a great influence on English learning during the listening process. Therefore, by analyzing the influence of anxiety factor on three different stages of college students’ English listening process, this article put forward three learning strategies: pre-listening strategy, while-listening strategy and post-listening strategy in order to reduce or relieve the influence of anxiety. The purpose of this article is not only to cultivate them to master the strategies and methods about dealing with anxiety but also help students to establish the confidence and stimulate the interest in learning English listening, then improve the listening ability.

Key words: anxiety; listening comprehension; influence; strategies

摘要：

听力作为英语学习的基本技能之一，是学生获取各种信息的主要渠道。依据认知心理学原理，听力理解过程可以分为听前、听中、听后三个阶段。随着人文主义的兴起和发展，研究者发现在此过程中焦虑对英语听力学习的影响十分明显。本文围绕焦虑对大学生英语听力理解三阶段中的不同影响展开论述，通过对听力三阶段中焦虑因素的分析，了解焦虑对不同阶段的影响，并据此分别对减轻或缓和焦虑影响，提出听前、听中、听后学习策略和方法，以帮助学生树立英语听力学习的信心，激发学习兴趣，提高英语听说能力。

关键词：焦虑；听力理解；影响；策略

1. Introduction
“According to the data investigated by the American professor Paul Rankin’s statistics, among the time an individual is engaged in communication, approximately 9% is devoted to writing, 16% to reading, 30% to speaking and 45% to listening. The data indicates that effective listening comprehension is one of guarantees to carry out successful communication and it should be considered as the most important skill in English learning”(Zhang, 2004:12). Listening occupies a very important position in interpersonal communication. In foreign language learning, listening, as one of the four basic skills of learning English, is not only the direct, convenient and the most important channel for language input, but also the important tool to assure the language standardization and strengthen the language practice. Meanwhile, with the deepening of the English culture, it becomes very important to improve the listening level. According to krashen’s Affective Filter Hypothesis, language input is the key element in second language acquisition, there would be no language acquisition without language input(Yang, 2003). The prefect language input should have four characteristics: comprehensive, interesting and relevant, not grammatical sequenced and the i+1.