CHAPTER 1 INTRODUCTION 1．1 Background of the Study 1．2 Statement of the Problem 1．3 Rationale of the Study 1．4 Purpose of the Study 1．5 Research Questions 1．6 Research Hypotheses 1．7 Significance of the Study 1．8 Definitions of Some Key Terms 1．9 Summary CHAPTER 2 LITERATURE REVIEW 2．1 Theories Related to Cognitive Inhibition， Anxiety， Self-efficacy， and Listening Comprehension 2．2 Previous Research Studies Related to Cognitive Inhibition， Anxiety， Self-efficacy，and Academic/Listening Performance 2．3 Summary CHAPTER 3 METHODOLOGY 3．1 Research Design 3．2 Participants 3．3 The Conceptual Framework of the Study 3．4 Research Instruments 3．5 Data Collection Procedures 3．6 Ethical Issues in Data Collection 3．7 Data Analysis 3．8 Reliability and Validity Check 3．9 The Pilot Study 3．10 Summary CHAPTER 4 DATA ANALYSES AND RESULTS 4．1 Results of the Listening Comprehension Test （LCT） 4．2 Results in Relation to Research Question 4．3 Results in Relation to Research Question 4．4 Results in Relation to Research Question 4．5 Results in Relation to Research Question 4．6 Summary CHAPTER 5 DISCUSSION 5．1 Overall Profiles of CIA， Anxiety and Self-efficacy 5．2 Gender Differences in Relation to CIA， Anxiety and Self-efficacy 5．3 Ethnicity Differences in Relation to CIA， Anxiety and Self-efficacy 5．4 Relationships between CIA， Anxiety， and Self-efficacy 5．5 The Extent to Which Listening Performance Can be Predicted by CIA，Anxiety， and Self-efficacy 5．6 Teachers Perceptions of Listening Anxiety and Self-efficacy 5．7 A Correlation Model for CIA/Anxiety/Self-efficacy and Listening Proficiency 5．8 A Causal Model for CIA/Anxiety/Self-efficacy and Listening Proficiency 5．9 Summary CHAPTER 6 CONCLUSION 6．1 Summary of the Study 6．2 Theoretical Implications 6．3 Pedagogical Implications 6．4 Limitations of the Study 6．5 Recommendations for Future Research REFERENCES APPENDICES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F
鄂公網(wǎng)安備 42010302001612號(hào) 