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研究生:鍾梅枝
研究生(外文):Mei-Jy Chung
論文名稱:教師的糾正性回饋對於大學學生在學習英語作為外國語的焦慮中所扮演的角色
論文名稱(外文):The Influence of Teachers’ Corrective Feedback to College Students’ Anxiety in Learning EFL
指導教授:陳亦蘭陳亦蘭引用關係
指導教授(外文):Yih-Lan Chen
學位類別:碩士
校院名稱:銘傳大學
系所名稱:應用英語學系碩士班
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:2012
畢業學年度:100
語文別:英文
論文頁數:78
中文關鍵詞:糾正性回饋外國語言課堂的焦慮
外文關鍵詞:Corrective FeedbackForeign Language Learning Anxiety
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很多的台灣大學生即使經過多年的學習英文經驗後,還是很害怕英文,尤其當老師在課堂活動糾正學生的錯誤時,恐懼就可能造成負面的效果,例如:驚恐和焦慮。根據Gardner在1991年提出焦慮對於學生學習外國語言而言,是一個潛在性的問題,因為這會妨礙新語言的獲得,所有的教學技巧中,老師的正確性回饋對於降低學生的焦慮扮演著重要的角色,這個研究的目的在於調查老師的正確性回饋和學習者學習外語的焦慮之間的相關。這項研究調查一所私立大學的221個大三學生,他們會填寫改編自Horwitz所設計的外語課堂焦慮量表(FLCAS, Foreign Language Classroom Anxiety Scale, Horwitz, 1991)的問卷,問卷內容包含:15題語言學習的焦慮另外有11題是學生對於老師糾正性回饋的觀感,和10題學生對於老師糾正性回饋的焦慮。除此之外,有4位學生會做半結構性訪談,利用質化分析來證實老師的正糾正回饋和學習者學習外語的焦慮之間的相關。此外,本研究也對2個班級,每次30分鐘,進行4次的課室觀察。分析的結果顯示學生的焦慮來自於老師的糾正性回饋,而且學生的ㄧ般性學習焦慮和他們對於老師的糾正性回饋有較高度的關聯。 因此本研究結果將可建議:當老師糾正學生的錯誤時,應該要多注意學生的焦慮之狀況,並讓老師了解何種糾正性回饋會引起學生的焦慮,並且避免使用之。
Many college students in Taiwan are afraid of learning English even after having years of English learning experience. This is especially true in class activities when mistakes were corrected by instructors. Fear may result in negative effect such as, horror and anxiety. According to Gardner (1991) anxiety poses several potential problems for the student of a foreign language because it can interfere with the acquisition of the new language. Among the instructional skills, teachers’ corrective feedback plays an important role in reducing students’ anxiety. The purpose of this study is to investigate of the correlation between teacher’s corrective feedback and learner’s foreign language anxiety. 221 juniors from a private University participated in this study. They completed a survey questionnaire adapted form of FLCAS (Foreign Language Classroom Anxiety Scale) by Horwitz et al. (1986), including 15 items about language learning anxiety; there are also another 11 items about students’ perception of teachers’ corrective feedback and 10 items about students’ anxiety about teachers’ corrective feedback. In addition, semi-structured interviews were given to 4 students. Quantitative data from questionnaire have undergone correlation analyses to confirm the relationship between teachers’ corrective feedback and students’ anxiety. Classroom observations had also been conducted four times each 30 minutes, in two classes. Results showed that students’ anxiety would induce from teachers’ corrective feedback, and students’ general anxiety in learning English are closely associated with their specific anxiety toward teachers’ corrective feedback. It is suggested that teachers should pay attention to students’ anxiety when they correct students‘ errors. Besides, teachers could understand what kinds of corrective feedback would induce students’ anxiety, and they avoid using these kinds of corrective.
Contents
Abstract i
Contents ii
List of tables vii
List of figures vii

Chapter One: Introduction
1.1 background 1
1.2 Motivation 1
1.3 Thesis statement 3
1.4 Significance 4
1.5 Definitions of terms 5
1.5.1 Foreign Language Anxiety 5
1.5.2 Teachers’ Corrective Feedback 6
1.6 Summary of Introduction 6

Chapter Two: Literature Review
2.1 Literature Review 8
2.1.1 Theories of Learning Anxiety 8
2.1.2 FLCA(Foreign Language Classroom Anxiety) 10
2.1.3 Teachers’ Corrective Feedback 13
2.1.4 Summary of Foreign Language Anxiety and Corrective Feedback 17
2.1.5 The Components of Foreign Language Anxiety 17
2.1.6 Foreign Language Anxiety and Corrective feedbac 20
2.2 Summary of Literature Review 21
Chapter Three: Methodology
3.1 Method of Analysis 23
3.2 Design of Method 23
3.3 Participants 24
3.4 Instrument 25
3.4.1 Questionnaire Survey 25
3.4.2 The Questionnaire of Six Types of Corrective Feedback 29
3.4.3 Classroom observation Sheet 31
3.4.4 Semi-Structured Interviews 32
3.5 Study Procedure 32
3.6 Data Analysis 34
3.6.1 Questionnaire 34
3.6.2 Interview 34
3.6.3 Classroom observation 35

Chapter Four: Results
4.1 The Result of Questionnaire 36
4.2 The Result of Interviews 40
4.3 The Result of Classroom Observation 44
4.4 Summary of Result 46

Chapter Five: Discussion and Conclusion
5.1 Summary of Discussion 50
5.2 Significance 51
5.3 Implication 51
5.4 Limitation 52
5.5 Suggestions for Future Studies 53
5.6 Summary of Conclusion 53


References 55
Appendix A Interview Questions 63
Appendix B Classroom Observation Sheet 65
Appendix C The Excerptsof the Interviewees 66
Appendix D Questionaire 69


List of Tables
Table 3.1 Participants’ Information 25
Table 3.2 Model of Foreign Language Classroom Anxiety 26
Table 3.3 Selected Number of Foreign Language Classroom Anxiety 27
Table 4.1 Teacher’s Corrective Feedback 37
Table 4.2 Students’ Anxiety toward Teacher’s Corrective Feedback 38
Table 4.3 Pearson Correlation 39


List of Figures
Figure 3.1 Concurrent Triangulation Strategy 24
Figure 3.2 Flow Chart of the Study Procedure 33
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