摘要：The anxiety for EFL learners 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. By elaborating the definition and process of listening comprehension, this paper analyzes the anxiety in listening comprehension in detail and discusses the pedagogical implications that might help instructors address LC anxiety in their foreign language (FL) classroom.
