Abstract:Since the 1970s, the second language acquisition has gradually aroused people’s interest，and great progress has been made in this field．Many teachers and researchers have paid much attention to learners’ affective variables，shifting from the focus on external factors of teaching and learning to internal factors of learners．Then, the problem of emotion has become the focus of attention on the progress of language acquisitions. In the study of language acquisition, many researchers have paid much attention to foreign language anxiety. Foreign language anxiety, as one of the most important affective variables，is a kind of complicated mental phenomenon specific to language learning．The studies in the past three decades have repeatedly showed that foreign language anxiety has a negative effect on language learning process and is one of the best predictors in accounting for individual differences in language learning success．

　　　Therefore，on the premise of previous studies, this thesis try to explore the effect of language anxiety on middle school students’ listening comprehension and the tragedies to facilitate language anxiety, the relation between listening anxiety and the factors of individual learners and the cause of listeners’ listening anxiety, which helps learners have a better understanding of their language anxiety level and provides useful evidence for teachers to improve their listening teaching and learning. 

Key words: language anxiety; listening comprehension anxiety; strategies for alleviating anxiety

中文摘要:20世纪70年代以来，第二语言习得研究的重点从关注学习者外部因素转到了对学习者内部因素的研究，即对造成学习结果差异的学习者个体因素的研究。语言学习中的情感问题由此也成为研究者们关注的焦点。在对情感因素的研究中，许多研究者把目光投向了对外语学习焦虑情绪的研究。外语学习焦虑是在语言学习过程中产生的一种显著的自我意识，信念和情感情结，是与外语语境有着特殊关系的紧张和畏惧感觉。国外30年的研究结果表明：语言焦虑时预测学习者学习成败与否的关键因素之一；焦虑与学习者的成绩呈一定负相关。因此，在吸取前人研究成果的前提下，本文尝试分析初中生英语学习者的听力焦虑情绪对听力理解的影响，以及焦虑情绪在不同性别，学习英语时间长短是否有差别也做了探讨；通过对听力焦虑问卷以及课堂焦虑问卷的形式，进一步探讨语言焦虑对听力的影响和消除焦虑的方法。

关键词：语言焦虑；听力焦虑；解决方法