本研究的主要目的在於釐清語言學習焦慮與語言學習成就之間的相關性，並找出高中生與高職生在此一關係上的差異。在本研究中，參與學生的英語學習焦慮程度是依據問卷調查的問答來評估的，並藉由英語教室焦慮量表以及英語閱讀焦慮量表分別來量化受試者的一般英語焦慮程度與英語閱讀焦慮程度。研究結果顯示，英語學習焦慮確實普遍地存在於本研究中的大多數的高中生與高職生之中。缺乏對自身英語能力的自信以及對與說英語的外國人溝通感到不自在是本研究所發現的兩種非常重要的英語焦慮的來源。另外，本研究亦發現高職學生在英語閱讀方面的表現不如普通高中生；同時，高職學生在閱讀時遇到難處時也比較容易感到焦慮。雖然從數據上來看高職生的英語焦慮程度似乎較高中生來的稍高，不過這些差異都不具有統計上的顯著性。在本研究中，高英語教室焦慮代表著高英語閱讀焦慮，反之亦然。也就是說，兩種不同量表所表現出的英語焦慮程度是具有相通性的。假如以受試者的英語期末成績當做其英語學習成就的話，那麼英語學習焦慮與成就就存在著一個中度的負相關性。換言之，具有高語言學習焦慮的學生的期末成績通常較低焦慮的學生來的低，而此一負相關性並不會因受試對象是高中生或高職生而有所改變。最後，本研究的研究證據亦指出，一般英語學習焦慮以及英語閱讀焦慮對英語學習成就的影響並無顯著的差異。

The purpose of this study is to understand the relationship between anxiety on achievement in English learning among senior and vocational high school students. The level of anxiety was quantitatively rated by Foreign Language Classroom Anxiety Scale (FLCAS) as well as Foreign Language Reading Anxiety Scale (FLRAS) through self-assessment questionnaires. The study revealed that a great deal of senior and vocational high school students were at risk of having debilitating effects of language anxiety. Lack of confidence in self’s English competence and communication apprehension in speaking English with native speakers were identified as the two primary sources of language anxiety in the present study. In addition, the vocational students were less competent in English reading and got more anxious whenever they encountered reading difficulties. Although the vocational students appeared to experience higher degrees of English anxiety, the difference between the two disciplines was not statistically significant. In general, students with higher foreign language reading anxiety tended to have higher foreign language classroom anxiety and vice versa. Using final English course grades as the achievement measure, a moderately negative relationship between anxiety and achievement in English learning was obtained. Such a correlation was independent of students’ discipline. The study also suggested that general English anxiety affected the participants’ achievement in the same way as did English reading anxiety.

Chinese Abstract i
English Abstract ii
Acknowledgement iii
Table of Contents iv
List of Tables v
List of Figures vi
List of Appendices vii
Chapter One Introduction 1
Background and Motivation 1
Purpose of the Study 4
Research Questions 5
Definition of Terms 6
Outline of the Study 9
Chapter Two Literature Review 11
Fundamentals of Anxiety 12
Foreign Language Anxiety 17
Evolution of Foreign Language Anxiety 18
Conceptualization of Foreign Language Anxiety 23
Sources of Foreign Language Anxiety 29
Effects of Anxiety on Foreign Language Achievement 34
English Proficiency and Examinees’ Highest Education Level in Taiwan 40
Chapter Three Method 42
Research Design 42
Participants 43
Instruments 44
Data Collection 48
Data Analysis 49
Chapter Four Result and Discussion 52
Background Information about Participants’ English Learning 52
Reliability of the Anxiety Measures 56
Descriptive Analysis of Foreign Language Anxiety 58
Responses of the Foreign Language Anxiety Scales 62
The Relationship between Anxiety and Achievement 70
Significance of English Learning Experience 75
Summary of Findings of the Present Study 76
Chapter Five Conclusion and Suggestion 80
Conclusion 80
Suggestion 82
References 84

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