本研究考察高一学生模糊容忍度、听力焦虑与他们英语听力成绩之间的相关关系。调查者以广东省广州市某重点中学高一学生为研究对象,采用“第二语言模糊容忍度量表”“英语听力焦虑量表”以及学生的英语听力成绩来探究三个变量之间的关系。研究结果显示,受试者的模糊容忍度与听力焦虑呈显著负相关,与英语听力成绩呈弱正相关,听力焦虑与英语听力成绩呈较强负相关关系。本研究对了解中学生的英语学习心理,改善听力学习和教学有一定的启示。 This study examines the relationship between high school students’ fuzzy tolerance, hearing anxiety and their English listening comprehension. The investigators, taking a high school student in a key middle school in Guangzhou, Guangdong Province as the research object, explored three variables using “Second Language Ambiguity Tolerance Scale ” “English Listening and Anxiety Scale ” and students ’English listening comprehension scores Relationship between. The results showed that the subjects’ ambiguity tolerance was significantly negatively correlated with hearing anxiety and weakly positively correlated with their English listening comprehension scores. There was a strong negative correlation between hearing anxiety and English listening comprehension. This study is of some enlightenment to understand the English learning psychology of middle school students and to improve their listening comprehension and teaching.