The present study was designed to examine whether retrieval inhibition is related to EFL listening comprehension through its connection with emotional factors such as anxiety and self-efficacy.
考虑到学习情感种类较多，我们只关注焦虑和自我效能感，而这两种因素既在理论上可能与提取抑制相关，本身也对学习行为和效果有较大影响。
Syntactic elaboration is more effective than syntactic simplification on the listening comprehension of intermediate-level Chinese EFL learners.
句中增加冗余信息比简化句子结构更有助于中等水平的中国英语学习者的听力理解。
The present study assumes that(1) Chinese EFL learners of high school experience listening anxiety in their listening comprehension test, and(2) the effect of listening test methods on them.
本文采用描述性统计和定量分析方法来处理所收集到的数据，以验证本文提出的假设：高中生在听力考试中要经受（1）听力焦虑，（2）听力测试方法对他们的影响。
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