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研究生(外文):Hsin-Yu Fang
指導教授(外文):Eva-Salazar Liu
外文關鍵詞:FLCASforeign language anxietyinternational language learning setting
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根據教育部調查,2011年,台灣在大學部,以及研究所的國際學生已達到44,165人。與過去三年比較起來,台灣有國際學生的班級,成長了百分之二十至三十。本研究以量質化混合研究來檢視台灣大學生在國際學院學習環境裡的學習焦慮程度與可能造成焦慮的原因。本研究針對兩種不同的班級在接受全英語教學時所產生的外語焦慮感作探討。兩個班級分別為:(一)全部為台籍學生的大一班(應英系) (二)台灣與國際學生混合大一班(國際學院)。兩個班級皆為文學課程,指導的教師皆為男性外國人。量化的部份,請學生填寫外語課堂焦慮量表(FLCAS,Foreign Language Classroom Anxiety Scale, Horwitz, 1991),並以t 測試分析。質化的部份,六名台灣學生接受進一步半結構式訪談。訪談的結果歸納出七大可能造成學生外語焦慮感的原因,分別為:(一)英語能力不足(二)害怕丟臉(三)台籍及外籍教師教學與教育背景之不同(四)教師之特質與個性(五)害怕教師糾正錯誤(六)學習科目的困難度(七)文化相關之因素。量化研究結果顯示台灣學生的外語焦慮感在全台籍學生班級的學習環境裡比在有國際學生的班級裡高。
With the rapid development of technology and communication, globalization had become a trend (Ischinger, 2008). According to the Ministry of Education, the number of undergraduate or graduate international students has reached 44,165 in Taiwan’s educational settings in 2011, a growth of 20–30% per annum over the last three years resulting in mixed cultural classrooms. This mixed situation may cause foreign language anxiety among Taiwanese students. Thus, this study investigated the differences in self-report levels of foreign language anxiety of freshmen Taiwanese students in the two types of English-taught Literature classes: a) Taiwanese-students only class, and b) a Taiwanese-international-students mixed class. This study implemented both quantitative and qualitative research method. Quantitative data using The Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz et al., 1986) were used in this study and a t-test was employed to find out the differences, if any, between the self-report scores in the two types of classroom. For qualitative data, an interview was administered to investigate other possible variables, namely, teaching style, culture factors in both Taiwanese -international students mixed class and Taiwanese only class. The result of this present study showed that students had higher foreign language anxiety in Taiwanese only class than in Taiwanese and international mixed class. The findings could be used by educational institutions and instructors to understand and improve upon the factors that influence students’ learning performance in an internationalized university setting.

Acknowledgement ii
Abstract iii

Chapter One Introduction

1.1 Background 1
1.1.2 Language Anxiety 2
1.2 Motivation for the Study 4
1.3 Purpose 4
1.4 Research Hypotheses 5
1.5 Significance of the Study 5
1.6 Definitions of Terms 6

Chapter Two Review of the Literature

2.1 Foreign Language Classroom Anxiety 9
2.2 Cultural Factors Affecting EFL Classroom Learning 13
2.3 Culture and Foreign Language Anxiety 14
2.4 Conclusion 24

Chapter Three Methodology

3.1 Participants 27
3.2 Quantitative Data 27
3.2.1 Foreign Language Anxiety Scale 27
3.3 Qualitative Data 28
3.3.1 Semi-Structured Interview with Taiwanese Students 28
3.4 Data Analysis 29
3.4.1 Interview Analysis 33

Chapter Four Data Analyses and Results

4.1 Quantitative data 31
4.2 Qualitative data 35
4.2.1 Theme 1: Cultural factors 35 Afraid of Losing Face 35 Cultural Differences 36 Differences between Local Taiwanese Teacher with Foreign Teacher 37
4.2.2 Theme 2: Academic-Related Factors 39 Insufficient Language Proficiency 39 Teacher’s Characteristics 40 Teacher’s Error Correction 42 Content Difficulties 43
4.3 Summary of Findings 44

Chapter Five Discussion

5.1 General Findings of Research Question 1 47
5.1.2 General Findings of Research Question 2 49
5.2 Pedagogical Implications 51
5.3 Limitations and Suggestions for the Future Research 53
5.4 Conclusion 54

References 56
Appendix A 66
Appendix B 68

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