臺灣博碩士論文加值系統

本研究旨在探討台灣大學生在溝通式教學法與文法翻譯式教學法下的外語學習焦慮與口說經驗。在初級「大一英語」課堂分別施行全英語溝通式教學法以及以英文為輔之文法翻譯式教學法，於十二週後施行英語口說報告。參與學生為非英語主修之大一學生，共五十八人。研究者使用Horowitz （1986）外語課堂學習焦慮量表（Foreign Language Classroom Anxiety Scale）、根據Wen與Clement（2003）研究內容設計的半結構式訪談及Spada（1984）的COLT 課堂觀察量表作為研究工具。研究結果指出，溝通式教學法班級受測者較文法翻譯式班級受測者有顯著高的語言學習焦慮。造成較高語言學習焦慮的主要因素為以教師為中心的互動方式、使用英語為課堂唯一溝通語言及同儕支持的不足。在英語口說報告上，溝通式英語教學法之受測者想像之觀眾負評較文法式教學受測者多而強烈；相較於文法翻譯式教學法之受測者，溝通式教學法之受測者英語口說時更偏重於發音及台風，而文法教學受測者則傾向能使聽者能夠理解。本研究最後針對以上問題提出建議。

This study investigates college students' foreign language anxiety (FLA) and value of communication, in two different teaching methods: grammar-translation-based method (GTM-based) and communicative-based language teaching (CLT-based). In total, there were fifty-eight non-English majors taking freshman English courses at a large Northern university in Taiwan participated. Both classes had components of speaking cultivation, and speaking was assessed via a monologue task. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) devised by Horowitz (1986), a semi-structured interview drawing insight from Wen and Clement (2003), and the Communicative Orientation of Language Teaching Observation Scheme (COLT) devised by Spada (1984). The findings showed that the CLT-based group was statistically significantly more anxious than the GTM-based group. Students of the CLT group had more negative perception towards audience‟s attention and paid less attention to speaking production. However, both classes underwent FLA to an extent that their speaking performance was seriously jeopardized. The findings suggest that more teacher-initiated interaction, poor peer rapport, and English only-instruction, may contribute to speaking anxiety in the two groups. Lastly, this study proposes solutions to reduce FLA for educational institutions to consider in the future.

Chinese Abstract i
English Abstract ii
Acknowledgments iii
Table of Contents iv
List of Table vi
List of Figures vii

Chapter One: Introduction 1
Purpose of the Study 4
Research Questions 4
Operational Definition 5
Chapter Two: Literature Review 6
What is Foreign Language Anxiety (FLA)? 6
Communication apprehension (CA) 7
Test anxiety (TA) 7
Fear of negative evaluation (FoN) 8
Sources of Foreign Language Anxiety 9
Personal and interpersonal anxieties 9
Learner beliefs about language learning 9
Instructor beliefs and instructor-learner interactions 10
Classroom procedures 10
Language Testing 11
FLA: Situation-specific or Culture-specific? 11
What are GTM and CLT? 14
Grammar translation method (GTM) 14
Communicative language teaching (CLT) 15
What is the difference between GTM and CLT? 17
Chapter Three: Methodology 20
Study Design 20
Study Site 21
Participants 23
Instrumentation 24 
Questionnaire 24
Semi-structured interview 25
Class observation 26
Data Analysis 27
Questionnaire 27
Semi-structured interview 27
Theoretical rationale 28
Procedure of analysis 29
Class observation 30
The Pilot Study 31
Chapter Four: Data Analysis & Findings 33
Research Question 1 33
Quantitative analysis 33
Research Question 1.1 35
The CLT-based class 35
The GTM-based class 38
Qualitative analysis 41
Interview question 1 41
Interview question 2 46
Interview question 3 50
Interview question 4 54
Research Question 2 57
Class observation 58
The CLT-based class 58
The GTM-based class 60
Summary 62
Chapter Five: Interpretation & Discussion 66
Research Question 1 66
Research Question 2 74
Chapter Six: Conclusion 78
Pedagogical Implication 78
Theoretical Implications 79
Limitation of the Study 79 
Suggestions for Future Research 80

References 81
Appendix 1 86
Appendix 2 88

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