This study used a self-presentational framework to investigate second language listening anxiety among university students and demonstrated that second language listening involves social concerns that are specific to second language settings. A set of anxiety questionnaires was administered to 1,177 students, and 17 learners provided verbal protocol data. The results demonstrated that second language listening anxiety is a higher-order construct composed of two related but distinct dimensions: Self-Focused Apprehension and Task-Focused Apprehension. The former is a concern over social evaluative threat, and the latter is worry over effective processing of aural input. Levels of social anxiety influenced both dimensions.