臺灣博碩士論文加值系統

台灣外語學習者之外語焦慮與英語能力的關係

摘要

本研究的主要目的是探討台灣外語學習者之外語焦慮（溝通恐懼、考試焦慮、害怕負面評價、及整體焦慮）和英語流暢度（聽力，文法，字彙，閱讀，和整體流暢度）的關係。此外，本研究也將探究可能影響學生外語焦慮的課堂活動，並了解教師的行為是否影響學生的外語焦慮。
參加本研究的學生包括307位大仁技術學院五專部藥學科的學生（女生 73％、男生27％），其中二年級佔31％、三年級佔35％、四年級佔34％。研究工具包括：外語教室焦慮量表、課堂活動焦慮問卷、及密西根英語分級測驗。所有收集之資料以spss8.0的軟體作分析，統計的方式包括：皮爾遜相關係數、單因素變異數分析、及描述統計。
本研究的結果如下：（1）溝通恐懼、考試焦慮、害怕負面評價、及整體焦慮均和英語流暢度中的聽力，文法，字彙，和整體流暢度有顯著的負相關；（2）不同焦慮組的學生（低焦慮、中焦慮、高焦慮）在聽力，文法，字彙，和整體流暢度上的表現有顯著的差異；（3）具有口語表達性質的課堂活動最會產生外語焦慮；（4）具有放鬆、友善、幽默、和耐性個性的教師會減低學生的外語焦慮；（5）而個性古板、難以溝通、無法預測、且以艱深考題威脅要當掉學生的教師會增加學生的外語焦慮。

The Relationship between Foreign Language Anxiety and English Proficiency of EFL Learners in Taiwan
Student: Yeon-Hwang Chen　　 　 Advisor: Dr. Mei-Ling Lee
　　　　　　　　　　　
Department of English
National Kaohsiung First University of Science and Technology
ABSTRACT
The main purpose of this study was to examine the relationship between foreign language anxiety (i.e., communication apprehension, test anxiety, fear of negative evaluation, and overall anxiety) and English proficiency of EFL learners in Taiwan. Besides, this study also sought to determine if differences existed in the mean scores of English proficiency between participants with varying levels of anxiety. Furthermore, this study attempted to identify the students’ anxiety levels toward different in-class activities. Finally, this study tried to understand if the instructors’ behaviors and characteristics influence students’ foreign language anxiety or not.
The participants consisted of 307 EFL students (73% females, 27% males) recruited from EFL classes at Tajen Institute of Technology in the fall semester of 2001. All the participants were enrolled in the 5-year junior college program and majored in pharmacy. Second year students accounted for 31% of the participants; third year students, 35%; and fourth year students, 34%. Participants completed Foreign Language Classroom Anxiety Scale (FLCAS), Anxiety Toward In-Class Activity Questionnaire (ATIAQ), and Michigan English Placement Test (MEPT).
Correlations were computed to discover the relationship between independent variables (i.e., communication apprehension, test anxiety, fear of negative evaluation, and overall anxiety) and dependent variables (i.e., listening comprehension, grammar, vocabulary, reading, and overall proficiency); One-way ANOVA helped distinguish differences in English proficiency among participants with low, moderate, and high levels of anxiety; and a descriptive statistics (i.e., means, standard deviations, frequencies, and percentages) was employed to identify the students’ anxiety levels toward different in-class activities, and to identify the instructors’ behaviors and characteristics relevant to language anxiety.
The results indicated that four scores on the FLCAS (i.e., communication apprehension, test anxiety, fear of negative evaluation, and overall anxiety) significantly and negatively correlated with English proficiency in listening comprehension, grammar, vocabulary, and overall proficiency. One-way ANOVA revealed that significant differences existed among three anxiety groups (i.e., low-anxiety, moderate-anxiety, and high-anxiety) in listening comprehension, grammar, vocabulary, and overall proficiency. The descriptive statistics indicated that oral-oriented in-class activities produced the most foreign language anxiety. The findings also showed that instructors who could reduce participants’ language anxiety might have the following characteristics: relaxed, friendly, a good sense of humor, patient, and can make students feel comfortable. Contrarily, instructors who could increase participants’ language anxiety might have the following characteristics: rigid, poor communicator, unpredictable, threaten students by giving them difficult tests, and say that they will fail students.

Table of Contents

Abstract (Chinese) -------------------------------------------------------------------------------- i
Abstract (English) ---------------------------------------------------------------------------------ii
Acknowledgements -------------------------------------------------------------------------------iv
Tables --------------------------------------------------------------------------------------------- viii
CHAPTER 1 Introduction --------------------------------------------------------------------- 1
Statement of the Problem -------------------------------------------------------------------- 4
Purpose of the Study ------------------------------------------------------------------------- 5
Theoretical Assumptions of Foreign Language Anxiety -------------------------------- 8
Significance of the Study -------------------------------------------------------------------11
Organization of the Chapters -------------------------------------------------------------- 12
CHAPTER 2 Literature Review--------------------------------------------------------------13
Nature of Language Anxiety ---------------------------------------------------------------13
Language Anxiety and Language Proficiency -------------------------------------------16
In-Class Activities and Language Anxiety -----------------------------------------------24
Instructors’ Attributes and Language Anxiety -------------------------------------------29
Summary --------------------------------------------------------------------------------------33
CHAPTER 3 Methodology -------------------------------------------------------------------35
Research Questions --------------------------------------------------------------------------35
Research Design -----------------------------------------------------------------------------36
Participants -----------------------------------------------------------------------------------38
Measures --------------------------------------------------------------------------------------39
Procedures ------------------------------------------------------------------------------------42
CHAPTER 4 Data Analysis and Results ---------------------------------------------------45
Statistical Procedures ------------------------------------------------------------------------45
Preliminary Analysis ------------------------------------------------------------------------47
Data Analysis of Research Questions -----------------------------------------------------51
Summary --------------------------------------------------------------------------------------60
CHAPTER 5 Interpretations and Implications ---------------------------------------------62
Interpretations of Findings for Research Question 1 ------------------------------------62
Interpretations of Findings for Research Question 2 ------------------------------------67
Interpretations of Findings for Research Question 3 ------------------------------------68
Interpretations of Findings for Research Question 4 ------------------------------------72
Interpretations of Findings for Research Question 5 ------------------------------------73
Limitations of the Study --------------------------------------------------------------------74
Suggestions for Future Research -----------------------------------------------------------74
Implications for Instructions --------------------------------------------------------------- 75
Appendix A Consent Form (English)--------------------------------------------------------79
Appendix B FLCAS (English)----------------------------------------------------------------80
Appendix C ATIAQ (English)---------------------------------------------------------------- 83
Appendix D Consent Form (Chinese)------------------------------------------------------- 85
Appendix E FLCAS(Chinese)---------------------------------------------------------------- 86
Appendix F ATIAQ (Chinese)----------------------------------------------------------------87
REFERENCES ----------------------------------------------------------------------------------- 89



TABLES

Table 1 Frequencies and Distributions of Participants on Background Variables -----48
Table 2 Descriptive Statistics for Measures of Anxiety and English Proficiency -----49
Table 3 Correlations of Foreign Language Anxiety and English Proficiency --------- 52
Table 4 Analysis of Variance for 3 Anxiety Groups on English Proficiency ---------- 53
Table 5 Activities Arranged by Anxiety Level by Means---------------------------------56
Table 6 Instructors’ Behaviors and Characteristics Related to Anxiety Reduction --- 58
Table 7 Instructors’ Behaviors and Characteristics Related to an Increase in Anxiety
-------------------------------------------------------------------------------------------59

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