臺灣博碩士論文加值系統

不同文章主題對大學生聽力焦慮與聽力理解之研究
摘要
本研究的目的有三項：第一是研究不同文章主題對一群臺灣大學生英語聽力焦慮程度的影響。第二是探討不同文章主題對大學生聽力測驗分數的影響。第三是檢驗英語聽力焦慮與聽力理解的相互關係。
本研究依據學生的科系及英語程度，共挑選八十位大學生參與本次研究。受試者被分為兩個組別：語言組及商業組。每一組別各有四十位成員。為了探討本次的研究問題，研究者根據量化研究方法，採用一組問卷與英語聽力測驗作為研究工具。該組問卷包括參與者的背景資料問卷及外語聽力焦慮問卷 (Kim, 2000)。學生在聆聽完不同主題的英語聽力測驗後，必須填寫外語聽力焦慮問卷。聽力測驗共分為三個主題，總計六篇聽力文章。其中兩篇有關於語言的文章，被預期為語言組較為熟悉的內容。另外兩篇有關於商業的文章，則被預期為商業組較為熟悉的內容。最後，兩個組別都被預期對於生活主題的文章感到熟悉。
本次研究共獲得三項主要結果：第一是不同聽力主題對外語聽力焦慮並無顯著影響。學生在三種不同聽力主題上呈現的聽力焦慮程度幾近相同。第二是不同聽力主題對英語聽力理解有顯著的影響。學生在生活主題上獲得了最高的測驗分數，而在商業主題上分數則為最低。第三是外語聽力焦慮與聽力理解間呈現了顯著負相關。學生在聽力測驗中獲得越高分，外語聽力焦慮顯著較低。然而，在分組的相關探討中，只有語言組呈現外語聽力焦慮與聽力理解負相關的結果，在商業組中，聽力焦慮與聽力理解並無顯著關係。最後，本研究針對英語聽力教學及未來相關研究提出教學應用與建議。

Abstract
The purpose of this study is threefold. First, it investigated how different topics could affect FL listening anxiety among a group of university students in Taiwan. Second, it explored how different topics could affect the scores of the listening comprehension test. Third, it examined the correlation between FL listening anxiety and listening comprehension.
There were eighty students participating in the study. The participants were selected based on their major and levels of English proficiency. They were divided into two groups: language and business, and each group had forty students. To answer the research questions, the researcher used quantitative research methods that adopted such instruments as a set of questionnaires and a listening comprehension test. The set of questionnaires included a background survey and the Foreign Language Listening Anxiety Scale (Kim, 2000). The participants were requested to fill in the FLLAS after listening to each topic of the texts from the comprehension test. There were six listening texts of three different topics. The topic of the two texts about language was expected to be more familiar to the language group and the topic of the two texts about business was expected to be more familiar to the business group. Both groups should be familiar to the topic of the two texts about daily life.
There were three major results obtained from this study. First, there was no significant difference among the participants’ levels of FL listening anxiety when they listened to the three topics. The levels of FL listening anxiety were similar across the three different topics. Second, the topic of the text the participants listened to had a significant effect on their scores of the listening comprehension test. The participants had the highest test scores when listening to the topic about daily life and had the lowest scores when listening to the topic about business. Third, there was a significant negative correlation between the scores of FL listening anxiety and the scores of listening comprehension test. The higher scores the students had in their listening comprehension test, the lower their FL listening anxiety was. However, the significant negative relationship between the scores of FL listening anxiety and listening comprehension test was only found in the language group but not in the business group. Finally, this study proposed pedagogical implications and suggestions for English listening instruction and future research.

Table of Contents

Chinese Abstract i
English Abstract... iii
Acknowledgements v
Table of Contents ....................................................................................................... vi
List of Tables....................................................................................................... viii
Chapter One Introduction 1
1.1 Background................................................................................... 3
1.2 Purpose of the Study 6
1.3 Research Questions 6
1.4 Significance of the Study.......................................... 6
1.5 Organization of the Thesis............................................ 7
Chapter Two Literature Review..................................................... 9
2.1 Nature of Language Anxiety........................................................... 9
2.2 Effects of Anxiety on Language Learning........................... 11
2.3 Foreign Language Listening Anxiety 14
2.4 Effects of Listening Anxiety on Performance 16
2.4.1 Kim''s Study 18
2.4.2 Elkhafaifi''s Study 19
2.4.3 Wang''s Study 21
2.5 Summary 22
Chapter Three Methodology 25
3.1 Research Questions 25
3.2 Research Design 26
3.3 Participants 27
3.4 Instruments 28
3.4.1 Consent Form 28
3.4.2 Background Survey 29
3.4.3 Foreign Language Listening Anxiety Scale 30
3.4.4 Listening Comprehension Test 35
3.5 Procedures 37
3.6 Data Analysis 38
Chapter Four Data Analysis and Results 40
4.1 Results of the Demographic Data 40
4.2 Analysis of Research Question 1 42
4.2.1 Levels of Anxiety between Three Topics 43
4.2.2 Levels of Anxiety between Different Majors 44
4.3 Analysis of Research Question 2 46
4.3.1 Test Scores between Three Topics 47
4.3.2 Test Scores between Different Majors 49
4.4 Analysis of Research Question 3 51
4.4.1 Listening Comprehension and Listening Anxiety 52
4.4.2 Comparison of the Correlation between Different Majors 53
Chapter Five Interpretations and Implications 56
5.1 Interpretations 56
5.1.1 Interpretations of Research Question 1 57
5.1.2 Interpretations of Research Question 2 59
5.1.2.1 Topic Familiarity and Listening Comprehension..………………59
5.1.2.2 Background Knowledge and Listening Comprehension..……….60
5.1.3 Interpretations of Research Question 3 62
5.2 Pedagogical Implications 64
5.3 Limitations of the Study 66
5.4 Suggestions for Future Research 68
5.5 Conclusion 69
References 71
APPENDIX A: English Version of the Consent Form 79
APPENDIX B: Chinese Version of the Consent Form 80
APPENDIX C: English Version of the Background Survey 81
APPENDIX D: Chinese Version of the Background Survey 82
APPENDIX E: English Version of the Foreign Language Listening Anxiety Scale 83
APPENDIX F: Chinese Version of the Foreign Language Listening Anxiety Scale 85
APPENDIX G: Listening Comprehension Test without the Script 87
APPENDIX H: Listening Comprehension Test with the Script 91

List of Tables

Table 3.1 Participants for the Study 28
Table 3.2 Negatively Worded Items in the FLLAS 31
Table 3.3 Items Concerning the Fear of Spoken English 32
Table 3.4 Items Concerning Process-related Anxiety 33
Table 3.5 Items Concerning the Lack of Self-confidence 34
Table 3.6 Items Concerning the Concern about Insufficient Prior Knowledge 35
Table 3.7 The Listening Texts 37
Table 4.1 Proficiency Groups 41
Table 4.2 Topics of Listening Texts 42
Table 4.3 Mean Score of the FLLAS for Each Topic 43
Table 4.4 ANOVA of the FLLAS Scores by Different Topics 44
Table 4.5 Descriptive Analysis of the levels of Listening Anxiety from the Three Topics 44
Table 4.6 Differences in the Anxiety Scores of the Topic of Daily life between the Groups 45
Table 4.7 Differences in the Anxiety Scores of the Topic of Business between the Groups 46
Table 4.8 Differences in the Anxiety Scores of the Topic of Language between the Groups 46
Table 4.9 Mean Test Score for Each Listening Topic 47
Table 4.10 ANOVA of the Test Scores by Different Topics 48
Table 4.11 Pairwise Comparisons of the Test Scores by the Topics 48
Table 4.12 Descriptive Analysis of the Test Scores from the Three Topics 49
Table 4.13 Differences in the Test Scores between the Groups 50
Table 4.14 Differences in the Test Scores of the Topic of Daily Life between the Groups 50
Table 4.15 Differences in the Test Scores of the Topic of Business between the Groups 51
Table 4.16 Differences in the Test Scores of the Topic of Language between the Groups 51
Table 4.17 Descriptive Analysis of FL Listening Anxiety and Listening Comprehension 52
Table 4.18 Correlation Matrix of FLLA and LCT (N=80) 53
Table 4.19 Descriptive Analysis of the FLLA and LCT for the Language Group 53
Table 4.20 Descriptive Analysis of FLLA and LCT of the Business Group 54
Table 4.21 Comparison of the Correlation between the Groups 54

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