本文采用“英语听力焦虑量表”对非英语专业大学生的听力焦虑状况进行系统化的分析,并采用一个学期的教师干预策略对其缓解听力焦虑的效果进行跟踪性的实证研究。研究发现,适当的一定程度的教师策略干预能有效地缓解学生的听力焦虑水平。 This paper uses the English Listening and Anxiety Scale to systematically analyze the listening anxiety of non-English majors, and uses a semester’s teacher intervention strategy to conduct a follow-up empirical study on its effects on alleviating hearing and anxiety. The study found that appropriate teacher intervention can effectively alleviate the level of students’ hearing anxiety.