Listening Comprehension Anxiety: Students' Reported Sources and Solutions

Abstract

ABSTRACT 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. This 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.

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