Abstract:

As listening influences other skills in language learning, there is always a need to analyze factors influencing and/or preventing success in listening. In this qualitative study, both student teachers’ and teacher educators’ views on foreign language listening anxiety were analyzed with semi-structured interviews. The analysis of the verbal data revealed a lot of similarities between the stated views of student teachers’ and teacher educators’ in terms of how they defined foreign language listening anxiety, the causes and effects of it and their ways of dealing with it. These similarities suggest that both student teachers and teacher educators know about the different dimensions of the problem, but this does not contribute to lowering the anxiety of the student teachers to a great extent. There is still a lot we can do to achieve lower levels of foreign language listening anxiety

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