Drawing on the control-value theory, this study adopted a qualitative approach to explore the various achievement emotions Chinese EFL learners experienced in an online English learning environment and their antecedents during the COVID-19 pandemic period. Data were collected from six Chinese EFL students through semi-structured interviews and reflective journals supplemented with their class notes. Thematic analysis was performed using the qualitative data management software NVivo 12 plus. Results showed that the students experienced diverse emotions such as enjoyment, relaxation, anxiety, guilt, boredom and helplessness. Apart from the environmental antecedents of teacher and peer factors and individual antecedents of control-value appraisals, four novel antecedents were identified which had influence on emotions experienced in the online learning context, including environmental antecedents of internet connection and workload outside classroom, as well as the individual antecedents of students' self-regulation of learning behavior and learning environment.

Dropping anchor teaching approach is a main teaching mode based on constructivism. This article combined this approach and further explored a new English aural comprehension class method named input and output model based on this theory. By conducting teaching activities among English major students and analyzing the experiment figures, this mode is proved to combine effectively the three main aural comprehension teaching steps-before class, during class and after class activities thus to compensate the limitations of traditional teaching mode. The model can benefit students' participation initiative in class, which is conducive to the improvement of students' intercultural communicative competence, and can provide reference for the future researches.

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Abstract.Listening is an important part in the process of English learning. However, for most L2 English learners, listening barrier is a long-term problem and hard to overcome. Based on questionnaires, practice in class and listening tests for sophomore English majors in our university, this paper analyzes the main reasons of students' listening barrier and provides effective solutions to help improve college students' listening ability, both English majors' and non-English majors'.