Second-Language Listening Anxiety before and after a 1-Yr. Intervention in Extensive Listening Compared with Standard Foreign Language Instruction

Abstract

Many studies have shown that language anxiety is correlated negatively with language competence. This study tests the hypothesis that second language learners' listening anxiety might be reduced when listening skills improve. Building on previous research showing that extensive reading is as effective and efficient as formal instruction in acquiring English as a foreign language and is even more effective with longer treatment duration, changes in listening anxiety were explored under two different instructional approaches-extensive listening and formal instruction-over a 1-yr. period in a sample of 92 Chinese college students. Listening anxiety and listening comprehension tests were administered to the participants before and after the experiment. Analysis showed that the Extensive Listening group improved more compared to the Formal Instruction group in listening competence, but their mean anxiety score also rose significantly. Factors contributing to the unexpected outcome indicate that the increase in anxiety should be considered facilitative to learning.