摘要：AbstractThe purpose of this study is to examine the relationships among gender, education level and language anxiety, specifically associated with two major language skills i.e. listening and reading. Participants in this study were 159 EFL learners majoring at English Language Teaching Department at a Turkish university. Data were collected through Foreign Language Reading Anxiety Scale (FLRAS) (Saito, Garza & Horwitz, 1999) and Foreign Language Listening Anxiety Scale (FLLAS), (Kim, 2000). Pearson Correlation and multiple regression tests were employed to analyze the data. Findings identified positive correlations between reading and listening anxiety. Moreover, results revealed moderate correlations between education level and reading anxiety.
