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研究生:潘柏升
研究生(外文):Po-shen Pan
論文名稱:不同年級國中生語言焦慮與英語成就之相關研究
論文名稱(外文):A Study of Interrelationship Between Language Anxiety and English Proficiency for the Students in Different Grades in Junior High School
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:89
中文關鍵詞:語言焦慮英語成就
外文關鍵詞:Language AnxietyEnglish Proficiency
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本研究主要目的是探討七年級及八年級學生語言焦慮和英語成就之相關。研究者根據研究發現比較兩年級學生在語言焦慮之不同,並調查學生語言焦慮問題及其解決方式。
本研究者共發給屏東縣東港國中七年級及八年級學生240份「語言焦慮問卷」。一共回收231份問卷,扣除無效問卷,實得有效問卷共有225份。其中包括113 份七年級學生問卷和112份八年級學生問卷。回收率為96.2%。進而,本研究者採用卡方考驗、相關及單因子變異數分析,統計分析該回收問卷之資料。此外,本研究者抽樣面談90位學生,訪問他們有關語言焦慮問題及解決方式。
根據研究問題,經由統計資料分析及質的研究方法,共有以下五點重要發現:
1. 七年級和八年級學生在語言焦慮問卷中的五個項目有極端不同的反應。例如在說話焦慮和害怕負面評價、在外國人面前感到不適、不喜歡上英文課、上課專心程度及閱讀考試焦慮。
2. 語言焦慮對英語成就有負面影響,在兩個年級學生的語言焦慮程度和英語成就顯示中度負相關。
3. 對七、八年級的學生而言,高語言焦慮的學生英語成就較低,而低語言焦慮的學生英語成就較高。
4. 七、八年級的高英語成就學生其語言焦慮較低。且對八年級生而言,學習英語經驗對語言焦慮程度有顯著差異。
5. 對多數學生而言,英文聽力及在英文課堂上被叫起來回答問題,是最引起焦慮的原因。
值得注意的是語言焦慮與英語成就之相關研究有助於語言焦慮之處理。對學生而言,他們必須有低情意關卡才能享受學英語之樂趣 他們也需要經常練習包括聽、說、讀、寫四項語言技巧,來降低語言焦慮,並且享受學習成就。對教師而言,他們應該注意到學生上英文課的感覺,並且嘗試避免最能引起學生焦慮的教學,譬如隨機叫學生回答問題。此外老師應該留意師生互動關係,避免在課堂中嚴格和不適當的更正學生的錯誤。換句話說,教師應該為學生創造輕鬆的學習環境。此外,教師應該瞭解學生需要及幫助他們有效地學習英文。
The purpose of the study is to find out the interrelationship between language anxiety and English proficiency for students in the 7th- and 8th-grades in junior high school. According to the study findings, the researcher made some comparison of the two graders. Then, she investigated the problems and solutions to reducing the language anxiety of the students.
To achieve the study purpose, the researcher distributed questionnaires FLCAS to 240 students in the 7th- and 8th-grades in Tungkung Junior High School, and then she retrieved 231 questionnaires. The retrieval percentage is 96.2%. After discounting ineffective questionnaires, 113 7th-grade students’ and 112 8th-grade students’ questionnaires were valuable for data analysis. Then the 225 data was quantitatively analyzed by chi-square, correlation, and one-way ANOVA in the SPSS program. Besides, 90 of the students were randomly chosen for interviewing about the problems and solutions to reducing the language anxiety. Then the relevant data were analyzed qualitatively.
According to the statistical results, five important study findings were conducted as follows:
1. The 7th- and 8th-grade students had extremely different responses to five items of the questionnaire FLCAS, in terms of speaking anxiety and fear of negative evaluation, feeling uncomfortable around English native speakers, dislike going English classes, concentration in English classes and reading test anxiety.
2. Language anxiety negatively affects English proficiency of the students. It shows the modest negative relationship between the language learning anxiety level and the language proficiency of the two grades of students.
3. For the 7th- and 8th-graders, most students with high language anxiety levels tend to have low English proficiency.
4. For the 7th- and 8th-graders, most of the high-achievers tend to be at the low language anxiety levels. For the 8th-grade students, there is a significant difference in English learning experience.
5. The most crucial causes of language anxiety of the students are listening to English texts and being called up to answer questions in English classes.
It is worth noting that the implications from the study of the interrelationship between language anxiety and English proficiency aim to deal with language anxiety. For students, they have to develop a low affective filter to enjoy learning English. They also need to frequently practice four English skills, including listening, speaking, reading and writing, to reduce the language anxiety and to enjoy learning achievement. For teachers, they should care about the feelings of the students in English classes, and try to avoid most anxiety-provoking instructions, such as calling the students randomly to answer the questions. Besides, teachers should pay attention to the teacher-and-student interaction and keep away from strict and uncomfortable error correction in class. In other words, teachers should create relaxing environments for students. As well, teachers should know what the students need and help them learn English efficiently.
Abstract і
List of Tables iii
List of Figures v
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purpose of the Study 4
Research Questions 4
Definition of Terms 5
Significance of the Study 5
Limitations of the Study 6
CHAPTER TWO LITERATURE VIEW
Affective Variables in Language Learning 7
Variables Affecting Language Anxiety 9
Language Anxiety 11
Causes of Language Anxiety 12
Foreign Language Anxiety 19
Measuring Foreign Language Anxiety 24
Language Anxiety and Language Proficiency 26
Studies on Language Anxiety 26
Different Stages of the Anxiety of the Foreign Language Learning 29
Anxiety from a Cognitive Perspective 30
Relationships Between Language Skills and Language Anxiety Levels 32
Language Anxiety of Students in Different Stages of Language Learning 34
Research on Language Learners in Taiwan 35
Empirical Studies on Interviewing Students’ Perspective 37
CHAPTER THREE METHODOLOGY
Subjects 38
Instruments 39
Study Procedures 41
Data Analysis Methods 42
CHAPTER FOUR RESULTS AND DISCUSSIONS
Student Responses to Language Anxiety 44
Relationships Between Language Anxiety and English Proficiency 58
Interrelationships Between Language Anxiety and English
Proficiency 61
Variables in Anxiety levels 64
More Factors for Language Anxiety 67
How to Make Language Learning Less Stressful 69
CHATER FIVE CONCLUSIONS, IMPLICAITONS AND SUGGESTIOONS
Conclusions 71
Implications 74
Suggestions 78
REFERENCE 81
APPENDIXES
Appendix A: The Questionnaire FLCAS for Junior High School Students 88
Appendix B: Interview Questions 89
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Chinese Part:
沈珮文(2001) 。宜蘭縣國中生父母管教態度、英語焦慮與英語學習動機之關係研究。高雄師範大學教育學系碩士論文。
陳靜芳(2001)。國中生英語學習經驗、英語焦慮與英語文理解能力之關係。高雄師範大學教育學系碩士論文。
葉靜宜(1993) 。高中生語文學習策略、師生互動與英語焦慮的相關研究。高雄師範大學教育學系碩士論文。
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