Reducing Listening Test Anxiety Through Various Forms of Listening Support.

Autor/inn/en	Ching-Shyang, Anna; Read, John
Titel	Reducing Listening Test Anxiety Through Various Forms of Listening Support.
Quelle	In: Teaching English as a second or foreign language, 12 (2008) 1, S. 1-25 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 2; Anmerkungen 2
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Angst; Hörtest; Methodik; Fremdsprachenunterricht; Hörverständnis; Englischunterricht; Taiwan
Abstract	Foreign language learners typically experience considerable anxiety about taking listening tests. The reported study investigated how four forms of listening support (pre-teaching of content and vocabulary, question preview, and repeated input) affect the anxiety levels of college students in Taiwan taking a multiple-choice achievement test, which counts for their final grade in a required listening course. Participants included 160 students in four intact classes matched in listening ability. The instruments were a general listening anxiety questionnaire, short measures of task anxiety given just before and after the test, and post-test interviews. Prior the test, the test-takers were uniformly anxious but afterwards, there were significant differences in anxiety according to type of support and level of proficiency. A three-way interaction effect indicated that no single factor accounted for the changes in the learners' listening anxiety. It is concluded that strategy instruction may enhance the effectiveness of support in listening tests. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3