臺灣博碩士論文加值系統

本研究目的主要探討高職外語科學生的英語學習焦慮與學習動機的關係。總
共262位高職外語科學生於2012 年十月參與此項研究。 本研究採問卷調查方式來
搜集資料，內容包括基本資料、英語學習動機之語言學習傾向- 內在動機、外在動
機、無動機量表 (採自Noels, Pelletier, Cl&;eacute;ment &; Vallerand, 2000)、英語學習焦慮之
外語教室焦慮量表 (參考自Horwitz, Horwitz &; Cope, 1986)、開放式問題四部份，並
以統計套裝軟體第18.0 版SPSS for Window 執行描述性統計、皮爾森相關、單因子
獨立樣本變異數分析、開放式問題的詮釋等方法來分析資料。本研究主要結果歸
納如下:
一、 不同年級在英語學習動機方面呈現呈現顯著差異。
二、 不同年級在英語學習焦慮方面無呈現顯著差異。
三、 整體英語學習焦慮與整體英語學習動機有顯著相關。
四、 英語學習焦慮與英語學習動機在部份向度上呈現顯著相關
(1) 無動機與負面評價恐懼有顯著正相關。
(2) 外在動機之外在規則與負面評價恐懼及溝通焦慮有顯著相關。
(3) 外在動機之認同規則與負面評價恐懼及溝通焦慮有顯著相關。
(4) 內在動機之內攝認同規則與溝通焦慮有顯著相關
(5) 內在動機之體驗刺激型與負面評價恐懼有顯著相關
本研究結果建議高職外語科學生清楚了解自己的英語學習動機，並將學
習的負面焦慮轉化為有利的學習動機, 也希望英語教育者藉著瞭解英語學習動機
與學習焦慮之間的關係以幫助學生提高英語學習動機並樂於學習英語。

The present study was aimed to investigate the relationship between learning
motivation and learning anxiety of EFL vocational high students. The research
questionnaire was conducted with a total of 262 EFL vocational high students
participating in the study from the early October 2012. The questionnaires
including background information, Language Learning Orientations Scale – Intrinsic Motivation, Extrinsic Motivation, Amotivation Subscales (LLOS - IEA)
(from Noels, Pelletier, Cl&;eacute;ment &; Vallerand, 2000), and Foreign Language
Classroom Anxiety Scale (FLCAS) (referred to Horwitz, Horwitz &; Cope, 1986),
and open-ended questions were utilized to collect the data. The SPSS version 18.0 for Windows was administered to analyze the collected data. Descriptive statistics, Pearson product-moment correlation, one-way ANOVA, and the interpretations of open-ended questions were used to analyze the data. The major findings of the present study were illustrated. First, in terms of English learning motivation, the differences are significant in different levels of grades (F = 3.336, p< .05). Next, the differences in English learning anxiety were not significant in regard to different levels of grades. Then, the correlation between overall learning motivation and overall learning anxiety was significant (r = .123). Besides, the correlations between some subscales of learning motivation and learning anxiety were also significant. That is, the relationship of amotivation was significant with fear of negative evaluation (r = .159, p< .01). Besides, the relationship of external regulation was significant with fear of negative evaluation (r = .205, p< .01), communication apprehension (r = .198, p< .05), and the overall anxiety (r= .190, p< .01). In addition, the relationship of introjected regulation was significant with communication apprehension (r = .138, p< .05). Moreover, the relationship of identified regulation was significant with fear of negative evaluation (r = .151, p< .05), communication apprehension (r = .128, p< .05), and the overall anxiety (r= .156, p< .05). Finally, the relationship of intrinsic motivation—stimulation was significant with fear of negative evaluation (r = .202, p< .05). The results from the study suggested that EFL vocational high students should understand their types of learning motivation and know how to transform their learning anxiety into learning motivation by reducing learning anxiety, and suggested that English educators help EFL learners to elevate their learning motivation.

Chinese abstract------------------------------------------------------------iii
English abstract------------------------------------------------------------v
Acknowledgment--------------------------------------------------------------vii
Contents--------------------------------------------------------------------viii
List of tables--------------------------------------------------------------x

CHAPTER ONE INTRODUCTION----------------------------------------------------1
1.1 Research Background-----------------------------------------------------1
1.2 Research Approach and Issues--------------------------------------------3
1.3 Problem Statement-------------------------------------------------------5
1.4 Research Objectives-----------------------------------------------------6
1.5 Research Significance---------------------------------------------------7
1.6 Research Questions------------------------------------------------------8
1.7 Definition of Terms-----------------------------------------------------8

CHAPTER TWO LITERATURE REVIEW----------------------------------------------10
2.1 Learning Motivation-----------------------------------------------------10
2.1.1 Definition of Learning Motivation-------------------------------------10
2.1.2 Role of Motivation----------------------------------------------------11
2.1.3 Learning Motivation Types of Instrumental and Integrative Motivation--13
2.1.4 Learning Motivation Types of Intrinsic and Extrinsic motivation ------15
2.1.5 Learning Autonomy ----------------------------------------------------16
2.2 Learning Anxiety -------------------------------------------------------19
2.2.1 Definition of Learning Anxiety----------------------------------------19
2.2.2Types of Learning Anxiety----------------------------------------------19
2.2.3 Role of Learning Anxiety--------------------------------------------- 21
2.2.4 Constructs of Foreign Language Anxiety--------------------------------25
2.3 Studies of the Relationship between Foreign Language Anxiety and Learning Motivation------------------------------------------------------------------27


CHPTER THREE RESEARCH METHODOLOGY------------------------------------------29
3.1 Research Hypotheses-----------------------------------------------------29
3.2 Participants------------------------------------------------------------30
3.3 Instrument--------------------------------------------------------------31
3.4 Procedures--------------------------------------------------------------35
3.5 Data Analysis-----------------------------------------------------------37

CHAPTER FOUR RESULTS AND DISCUSSION----------------------------------------38
4.1 Difference of Foreign Language Motivation toward Different levels of Grades----------------------------------------------------------------------38
4.2 Difference of Foreign Language Anxiety toward Different levels of Grades----------------------------------------------------------------------43
4.3 The Relationship between Foreign Language Learning Motivation and learning Anxiety-------------------------------------------------------------------- 45

CHAPTER FIVE CONCLUSION AND LIMITATION------------------------------------54
5.1 Summary of Major Findings-----------------------------------------------54
5.2 Pedagogical Implications------------------------------------------------58
5.3 Limitations of the Study------------------------------------------------59
5.4 Suggestions for Further Research----------------------------------------61

REFERENCES------------------------------------------------------------------63

Appendix A Questionnaire (Chinese)-----------------------------------------73
Appendix B Questionnaire (English)-----------------------------------------78


LIST OF TABLES
Table 3.1 Demographic of the Participants-----------------------------------31
Table 3.2 The Criteria of Cronbach’s Alpha in Reliability Analysis---------33
Table 3.3 Reliability Analysis of LLOS-IEA ---------------------------------34
Table 3.4 Reliability Analysis of FLCAS-------------------------------------34
Table 4.1 One-Way Analysis for Motivations in Different Grades--------------43
Table 4.2 One-Way Analysis for Anxiety in Different Grades Groups-----------45
Table 4.3 Correlations between FLCAS Scores and LLOS - IEA Scores-----------49

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