臺灣博碩士論文加值系統

以戲劇活動降低國小學童學習英語的焦慮：以台南縣國小學童為例


過去，外語學習焦慮之相關研究主要探討各階段的學生學習焦慮的程度和焦慮之主要來源，本研究是首次針對如何降低國小學童學習焦慮的教學方法進行研究，主要目的為探討戲劇活動是否能夠有效地降低學童的學習焦慮。本研究之研究範圍為國小四年級的學童，對象設定為英語學習低成就的學童，以十二週的戲劇活動融入英語教學中，對於低成就的英語學習者進行補救教學。在實驗工具方面，本研究使用Horwitz等人所設計的外語學習焦慮量表(FLCAS)以探究受試者在接受戲劇活動教學前的外語學習焦慮程度，並以同樣的量表進行後測，以了解受試者的外語學習焦慮是否有降低。另外本實驗也進行課堂觀察和師生訪談，以探究戲劇活動教學何以降低學生焦慮。

根據焦慮量表的結果分析，受試者在接受十二週的實驗教學前顯示高程度的外語學習焦慮，其平均值達到131和3.97，但卻於十二週的戲劇活動教學後，明顯降低其焦慮程度達25%，本結果顯示戲劇教學有效地降低了低成就學童的英語學習焦慮。

依據上述研究結果，本研究提出的建議包括：鼓勵教師增加對外語學習焦慮之認知、謹慎處理低成就學童的學習焦慮、建議使用戲劇活動於外語學習教室中。

Abstract
The purpose of the study is to explore the effects and feasibility of employing dramatic activities in English class in order to decrease elementary EFL learners’ foreign language anxiety. The subjects of this study were fourth graders of lower English proficiency, who were supposed to be highly anxious and worried about speaking English in front of others. The experiment conducted in an elementary school, lasting for twelve weeks. The dramatized English courses were given to the twenty subjects once a week. The questionnaire of Foreign Language Classroom Anxiety, developed by Horwitz, Horwitz, and Cope in 1986 was used to measure students’ anxiety level in the pre-test and the post-tests. Triangulation of the qualitative techniques was provided as long as interviews and classroom observation were utilized to evaluate the effects of dramatic activities. Finally, the oral test was conducted to examine students’ attainments of the twelve-week learning. Inspirational findings were summarized.
First of all, subjects definitely experienced foreign language anxiety in their EFL classrooms. The foreign anxiety levels of the subjects reached 3.97 and 131 before participating in the English class with dramatic activities. However, the foreign language anxiety levels plunged by 25% markedly in the post-test. Second, the main sources of their anxiety were communication apprehension, test anxiety and fear of negative evaluation. Furthermore, from the qualitative results, the subjects decreased their anxiety levels because the dramatized English lessons provided them safer and unthreatening learning environment.
Based on the major finding, the implications of this study include: encouraging teachers to enrich their awareness of foreign language anxiety, carefully dealing with low-achieved EFL learners, and using dramatic activities in EFL classrooms.
Suggestions for further studies are made in the last section which indicated that more related studied about foreign language anxiety and dramatic activities can be researched in the future.

Table of Contents


I. Introduction ……………………………………………………………............. 1
1.1 Research Motivation………………………………………………………. 1
1.2 Research Background………………………………………………........... 3
1.3 Research Questions…………………………………………………........... 6
1.4 Significance of the Study………………………………………………….. 7
1.5 Definition of Key Terms…………………………………………………... 7
1.6 The Organization of the Study…………………………………………….. 9

II. Literature Review……………………………………………………………. 11
2.1 Foreign Language Classroom Anxiety………… …………………….. 11
2.1.1 Introduction……………………………………………………….... 11
2.1.2 Definition of Foreign Language Anxiety…………………………... 12
2.1.3 Perspectives on Language Anxiety………………………………… 14
2.1.4 Sources of Foreign Language Anxiety…………………………….. 18
2.1.4.1 Oral/Communication Apprehension………………………... 18
2.1.4.2 Test Anxiety………………………………………………… 22
2.1.4.3 Fear of Negative Evaluation………………………………... 25
2.1.4.4 Personality Trait……………………………………………. 28
2.1.5 Effects of Foreign Language Anxiety…………………..……….…. 31
2.1.5.1 Facilitating and Debilitating Effects………………………... 31
2.1.5.2 Impact of Language Anxiety on Foreign
Language Achievement…………………………………….. 33
2.1.6 Measure of Anxiety……………………………….………………... 36
2.1.7 Foreign Language Anxiety Studies in Taiwan……………………... 38

2.2 Creative Drama…………………………………………………………... 40
2.2.1 Definition of Creative Drama…………………………………….... 40
2.2.2 Origins and Development of Creative Drama……………………… 45
2.2.3 Drama Activities………………………………………………........ 50
2.2.4 Studies on Creative Drama in Taiwan……………………………… 53
2.2.5 English Language Learning and Drama Activity…………………... 56

2.3 Drama Activities and Language Anxiety………………………………….. 58

2.4 Summary………………………………………………………………....... 60

III. Methodology……………………………………………………………………. 63
3.1 Research Design…………………………………………………………… 63
3.2 Pilot Study…………………………………………………………………. 63
3.3 Participants………………………………………………………………… 64
3.3.1 The Students …………………………………………...................... 64
3.3.2 The Teacher ………………………………………………………... 65
3.3.3 The Role of the Researcher………………………………................ 65
3.4 Instruments ………………………………………………………………... 66
3.4.1 The Questionnaire………………………………………………….. 66
3.4.2 English Proficiency Test…………………………………………… 68
3.4.3 Classroom Observation…………………………………………….. 68
3.4.4 Interviews………………………………………………………....... 69
3.5 Procedures…………………………………………………………………. 69
3.5.1 Subject Selecting…………………………………………………… 69
3.5.2 Pre-test……………………………………………………………... 70
3.5.3 Treatment…………………………………………………………... 71
3.5.4 Post-test…………………………………………………………….. 74
3.6 Data Analysis……………………………………………………………… 74

IV. Results and Discussions………………………………………………………… 77
4.1 Results and Discussions from the FLCAS………………………………….. 77
4.1.1 Pre-test of FLCAS………………………………………………… 77
4.1.1.1 Students’ Levels of Foreign Language Anxiety………… 78
4.1.1.2 Students’ Sources of Foreign Language Anxiety……….. 80
4.1.2 Post-test of FLCAS……………………………………………….. 88
4.2 Results and Discussions from the Observations……………………………. 100
4.2.1 How Dramatic Activities Lowered Students’ Language Anxiety… 100
4.2.1.1 At the Warm-up Stage…………………………………... 100
4.2.1.2 At the Presentation Stage……………………………….. 103
4.2.1.3 At the Feedback Stage…………………………………... 116
4.3 Results and Discussions from the Interviews……………………………..... 119
4.3.1 Interview of the Teacher…………………………………………… 119
4.3.2 Interview of the Students…………………………………………... 124
4.4 Summary of the Chapter……………………………………………………. 130

V. Conclusion ………………………………………………………………………. 135
5.1 Summary of the Major Findings……………………………………………. 135
5.2 Implications…………………………………………………………………. 136
5.3 Suggestions for Further Studies…………………………………………….. 139
References...………………………………………………………………………… 141
Appendix A Foreign Language Classroom Anxiety Scale (Chinese version)…. 149
Appendix B Course Plans……………………………………………………… 153
Appendix C Procedures of Data Collection……………………………………. 159

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