The Effect of Separated Training Zones on Release of English Translation Professional Students' Listening Anxiety: An Intervention Study

Abstract

Abstract: Listening anxiety is one of the crucial affective elements that hinder effective learning for candidates of Bachelor on Translation and Interpreting. Using longitudinal, para-experimental design, seventy-six undergraduate students as participants, the study investigate the effect of separated training zones on reducing anxiety. The result showed that there was little difference between the two groups over both anxiety and listening comprehension in pre-test scores and post-test scores, which suggested implicitly that such a pedagogical approach might be effective in alleviating students' listening anxiety and in turn boosting their performance in listening comprehension.

Key words: listening anxiety, listening comprehension, separated training zones, candidates for Bachelor on Translation and Interpreting(BTI)

摘要： 听力焦虑是口译专业学生常见学习焦虑现象之一，对学生的听力理解存在较大消极影响。研究以76名英语口译专业本科生为被试，根据英语听力成绩和听力焦虑水平，采用匹配法分为分区教学组和传统教学组，以此来探讨分区教学法在缓解口译专业学生听力焦虑中的作用。结果发现，经过一学期的干预实验后，分区教学组学生的听力焦虑水平显著低于传统教学组，听力理解成绩显著高于传统教学组。表明分区教学可以显著地降低口译专业学生的听力焦虑水平，并能促进其听力理解成绩的提高。

关键词: 听力焦虑, 听力理解, 分区教学, 翻译专业。

CLC Number:

Hua Liang, Dai Huiping. The Effect of Separated Training Zones on Release of English Translation Professional Students' Listening Anxiety: An Intervention Study[J]. Studies of Psychology and Behavior, 2016, 14(2): 177-180.

花亮,戴惠萍. 分区教学对缓解口译专业学生听力焦虑的作用：一项干预研究^*[J]. 心理与行为研究, 2016, 14(2): 177-180.

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