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研究生:蔡佳芳
研究生(外文):Chia-Fang Tsai
論文名稱:大學生英語口試焦慮與情緒管理之研究
論文名稱(外文):A Study of College Students’ Anxiety and Emotional Regulation on Oral Exams
指導教授:林惠玲林惠玲引用關係
指導教授(外文):Huei-Ling Lin
口試委員:張芳琪陳玉美
口試委員(外文):Fang-Chi ChangYuh-Mei Chen
口試日期:2013-07-19
學位類別:碩士
校院名稱:國立中正大學
系所名稱:外國語文研究所
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:2013
畢業學年度:101
語文別:英文
論文頁數:147
中文關鍵詞:口試焦慮情緒管理策略口試
外文關鍵詞:test anxietyemotional regulationoral test
相關次數:
  • 被引用被引用:2
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本研究旨在探討大學生英語口試的焦慮成因、情緒管理策略及學生喜愛的英語口試方式。研究對象為20位參與英語聽講課程的學生。研究者將研究對象的期中與期末口試過程錄影紀錄,並邀請研究對象完成問卷與參與訪談,在資料分析上則採用量化(問卷)與質化(訪談紀錄)的分析。
本研究結果顯示在期中口語考試焦慮成因中的前五名有三項同時出現在高與低焦慮組,分別為考試困難度、同儕的回應和表現期望;而在期末口語考試焦慮成因中的前五名有三項同時出現在高與低焦慮組,分別為考試搭檔變因、時間壓力與和成功與失敗經驗。在情緒管理策略上,研究結果發現在期中與期末口語考試上,低焦慮組運用較多的任務取向策略;而高焦慮組則運用較多的情緒取向與回復任務取向策略。在學生喜愛的英語口試方式中,多數的學生較喜愛成對角色扮演的英語口試方式。
研究者建議外語教師不僅需教導學生英語學習知識也須給予適當且有益的情緒管理策略,並且讓學生有意識地察覺自身的焦慮來源與考試因應策略。最後,在英語口語評量中,配對或是小組的口考方式能降低口考焦慮,因此,建議並鼓勵教師多使用在學生口語評量中。

This study aimed to investigate the college students’ level of anxiety, their sources of test anxiety, their emotional regulation being utilized and their preferences of oral test types. A total of 20 students participated in this study. All the participants were recruited from English Listening and Speaking course at the time of the study. The researcher video-taped the participants’ oral midterm and each participant was invited to fill out a questionnaire and have an interview with the researcher. And the procedure of the final exam was the same with the oral midterm. Both qualitative and quantitative methods of analysis were adopted in this study.
The results showed that there were three sources of test anxiety which appeared in both high and low anxiety groups’ top five sources of test anxiety in midterm exam, including complexity of test, peers’ response and performance expectancy. Besides, there were three sources of test anxiety which appeared in both group’s top five sources of test anxiety in final exam, including success or failure experiences, partner’s variables and time pressure. In addition, the results found that low anxiety group students used task-focused strategies during testing most frequently in both exams. For high anxiety group, students used emotion-focusing and regaining task-focusing most frequently in both exams. Finally, as for the students’ preference of oral test types, paired role-playing test type was more favorable.
Based on the findings, the researcher recommended that EFL teachers should teach not only language but also appropriate and useful copings in the foreign language classroom. And the intervention to make students be aware of sources of anxiety and coping was necessary. Besides, pair or group test type could decrease the levels of anxiety and was encouraged to employ in oral exams.

List of Tables x
List of Figures xi

Chapter One Introduction 1
1.1 Background of the Study 1
1.2 Motivation of the Study 4
1.3 Purpose of the Study 6
1.4 Definition of the Terms 7
1.5 Significance of the Study 9
1.6 Overview of the Study 10

Chapter Two Literature Review 11
2.1 Notions of Anxiety 11
2.1.1 Defining Anxiety 11
2.1.2 Types of Anxiety 12
2.2 Foreign Language Anxiety 14
2.2.1 Communication Apprehension 15
2.2.2 Test Anxiety 16
2.2.3 Fear of Negative Evaluation 25
2.3 Emotion Regulation and Coping 25
2.3.1 Stages of a Stressful Evaluative Encounter and Coping 26
2.3.2 Structure of Emotion Regulation and Coping 28
2.4 Oral Tests 31
2.4.1 Types of Oral Tests 32
2.4.2 Studies on Oral Tests 35
2.5 Summary 38

Chapter Three Methodology 39
3.1 Setting and Participants 39
3.1.1 Setting 39
3.1.2 Participants 41
3.2 Procedures of the Study 42
3.2.1 Informed Consent 44
3.2.2 Videotaping 44
3.2.3 Administration of Questionnaire 44
3.2.4 Interview 45
3.3 Instruments 46
3.3.1 Questionnaire 46
3.3.2 Interview Questions 53
3.4 Data Analysis 54
3.4.1 Quantitative Analysis 54
3.4.2 Qualitative Analysis 55
3.5 Summary 57

Chapter Four Results and Discussion 59
4.1 Sources of Test Anxiety 59
4.1.1 Sources of Test Anxiety in High and Low Anxiety Group in Midterm Exam 60
4.1.2 Sources of Test Anxiety in High and Low Anxiety Groups in Final Exam 69
4.1.3 The Other Finding on Sources of Test Anxiety 80
4.2 Emotion Regulation 80
4.2.1 Emotion Regulation in Low Anxiety Group 82
4.2.2 Emotion Regulation in High Anxiety Group 84
4.2.3 Discussion of the Emotion Regulation in High and Low Anxiety Groups 88
4.3 Students’ Preference of the Oral Test 91
4.3.1 Discussion of Students' Prefernce of Paired Role-Play……………………...94
4.3.2 Discussion of Students’ Preference of Impromptu Speech 95
4.3.3 Conclusion 96
4.4 Summary 96

Chapter Five Conclusion 98
5.1 Major Findings in the Study 98
5.1.1 Sources of Test Anxiety 98
5.1.2 Emotion Regulation 100
5.1.3 Students’ Preference of the Oral Test 100
5.2 Pedagogical Implications 101
5.3 Limitations and Suggestions 104

References 106

Appendix A: Consent Form and Information Sheet 116
Appendix B: Questionnaire of Background Information 122
Appendix C: Questionnaire of Test Anxiety Inventory 124
Appendix D: Questionnaire of Sources of Test Anxiety 128
Appendix E: Questionnaire of Emotional Regulation during Test-Taking Scale 135
Appendix F: Questionnaire of Emotional Regulation during Test-Taking Scale 137
Appendix G: Interview Questions 143

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