臺灣博碩士論文加值系統

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

Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japan. The Modern Language Journal, 78, 155-168.
Allen, H. W., & Herron, C. (2003). A mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36, 370-385.
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 10, 207-215.
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affective in Language Learning (pp. 1-24). Cambridge: Cambridge University Press.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W Seliger & M. H. Long (Eds.), Classroom Oriented Research in Second Language Acquisition (pp. 67-102). Rowley, MA: Newbury House.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: principles and classroom practices (2nd ed.). White Plain, NY: Pearson Education ESL.
Campell, C. M., & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language workshop. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 141-150). Eaglewood Cliffs, NJ: Prentice Hall.
Cassady, J. C. (Ed.). (2010). Anxiety in Schools: The Causes, Consequences, and Solutions for Academic Anxieties. New York: Peter Lang.
Cattell, R. B. & Scheier, I. H. (1961). The Meaning and Measurement of Neuroticism and Anxiety. New York: Ronald Press.
Check, J. W., & Schutt, R. K. (2011). Research Methods in Education. Thousand Oaks, CA: Sage Publications USA.
Cheng, Y. S. (2002). Factor associated with foreign language writing anxiety. Foreign Language Annals, 35, 647-656.
Clément, R. (1987). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5, 271–290.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation and the foreign language classroom: A study of Hungarians learning English. Language Learning, 44, 417-448.
Cohen,Y., & Norst, M. J. (1989). Fear, dependence ad loss of slef-esteem: Affective barriers in second language learning among adults. RELC Journal, 20, 61-77.
Cronbach, L. J., (1984). Essentials of psychological testing (4th ed.). New York: Harper and Row.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73, 1-13.
Eysenck, M. W., (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385.
Eysenck, M. W., & Eysenck, H. J. (1980). Mischel and the concept of personality. British Journal of Psychology, 71, 191-204.
Ganschow, L., & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80, 199-212.
Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78, 41–55.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold Publishers.
Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47.
Gardner, R. C., & MacIntyre, P. D. (1993a). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.
Gardner, R. C., & MacIntyre, P. D. (1993b). A student’s contribution to second language learning: Part II, affective factors, Language Teaching, 26, 1-11.
Gardner, R. C., Smythe, P. C., Clément, R., & Gliksman, L. (1976). Second language acquisition: A social psychological perspective. The Canadian Modern Language Review, 32, 198-213
Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Toward a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and nonanxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86, 562-570.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale, TESOL Quarterly, 20, 559-562.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283-294.
Horwitz, E. K. (2000). Horwitz comments: It ain’t over ‘til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84, 256-259.
Horwitz, E. K. (2010). Foreign and second language anxiety, Language Teaching, 43, 154-167.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Horwitz, E. K., & Young, D. J. (1991). Language Anxiety: From Theory and Research to Classroom Implications. Eaglewood Cliffs, NJ: Prentice Hall.
Hsiao, T. Y. (2002). Unidimensionality of the Chinese version of the foreign language reading anxiety scale. Perceptual and Motor Skills, 95, 927-933.
Kleinmann, H. H. (1977). Avoidance behavior in adult foreign language acquisition. Language Learning, 27, 93-107.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Prentice Hall.
Lan, Y. T. (2010). A Study of Taiwanese 7th Graders’ Foreign Language Anxiety, Beliefs about Language Learning and Its Relationship with Their English Achievement. Unpublished Master thesis, Ming-Chuan University, Taipei, Taiwan.
Lee, S. Y., & Krashen, S. C. (1997). Writing apprehension in Chinese as a first language. ITL: Review of Applied Linguistics, 115-116, 27-37.
MacIntyre, P. D. (1995a). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79, 90-99.
MacIntyre, P. D. (1995b). On seeing the forest and the trees: A rejoinder to Sparks and Ganschow. The Modern Language Journal, 79, 245-248.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere (pp. 24-44). New York: McGraw-Hill.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3-26.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
MacIntyre, P. D., & Gardner, R. C. (1991a). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41, 85-117.
MacIntyre, P. D., & Gardner, R. C. (1991b). Language anxiety: its relationship to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534.
MacIntyre, P. D., & Gardner, R. C. (1994a). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
MacIntyre, P. D., & Gardner, R. C. (1994b). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16, 1-17.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language. Language Learning, 47, 265-287.
Matsuda, S., & Gobel, P. (2001). Quiet apprehension: reading and classroom anxieties. JALT Journal, 23, 227-247.
Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21-36.
Ministry of Education. (2012). Education Statistics. Retrieved from http://www.edu.tw/files/ publication/ B0013/101edu pdf.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety, Applied Psycholinguistics, 20, 217-239.
Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76, 14-26.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 101-108). Eaglewood Cliffs, NJ: Prentice Hall.
Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83, 202-218.
Sarason, I. G. (1978). The test anxiety scale: Concept and research. In C. D. Spielberger & I. G. Sarason (Eds.), Stress and Anxiety (pp. 193-216). Washington, DC: Hemisphere.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929-938.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129-142.
Skehan, P. (1989). Individual Difference in Second-Language Learning. London: Edward Arnold.
Sparks, R. L., & Ganschow, L. (1991). Foreign language learning difficulties: Affective or native language aptitude differences? The Modern Language Journal, 75, 3-16.
Sparks, R. L., & Ganschow, L. (1993). The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis. The Modern Language Journal, 77, 58-74.
Sparks, R. L., & Ganschow, L. (1995). A strong inference approach to causal factors in foreign language learning: A response to MacIntyre. The Modern Language Journal, 79, 235-244.
Sparks, R. L., Ganschow. L., & Javorsky, J. (2000). Déjà vu all over again: A Response to Saito, Horwitz, and Garza. The Modern Language Journal, 84, 251-255.
Spielberger, C. D. (1966a). The effects of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and Behavior (pp. 3-20). Palo Alto, CA: Consulting Psychologists Press.
Spielberger, C. D. (1966b). Theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety and Behavior (pp. 361-398). Palo Alto, CA: Consulting Psychologists Press.
Spielberger, C. D. (1972). Conceptual and methodological issues in anxiety research. In C. D. Spielberger (Ed.), Anxiety: Current Trends in Theory and Research (pp. 481-493). New York: Academic Press.
Spielberger, C. D. (1976). The nature and measurement of anxiety. In C. D. Spielberger & R. Diaz-Guerrero (Eds.), Cross-Culture Anxiety (pp. 3-12). Washington, DC: Hemisphere.
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory (form y). Palo Alto, CA: Consulting Psychologists Press.
Spielmann, G., & Radnofsky, N. (2001). Learning language under tension: New directions from a qualitative study. The Modern Language Journal, 85, 259-278.
Steinberg, F. S., & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20, 131-136.
Streiner, D. L. (2003) Starting as the beginning: An introduction to coefficient alpha and internal consistency. J. Personality Assessment, 80, 99-103.
Tallon, M. (2009). Foreign language anxiety and heritage students of Spanish: A quantitative study. Foreign Language Annals, 42, 112-137.
Tucker, R., Hamayan, E., & Genesee, F. H. (1976). Affective, cognitive, and social factors in second language acquisition. The Canadian Modern Language Review, 32, 214-226.
Williams, K. E. (2008). Is “facilitating anxiety” all in your head? Sophia Junior College Faculty Journal, 28, 1-7
Wu, V. W. (2006). English language education in Taiwan: A comprehensive survey. 教育資料與研究, 69, 129-144.
Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings, Foreign Language Annals, 19, 439-445.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23, 539-553.
Young, D. J. (1991). Creating a low anxiety classroom environment: What does the anxiety research suggest? The Modern Language Journal, 75, 426-439.
Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25, 157-172.
2009 年台灣地區TOEIC成績統計報告. (2010). TOEIC Newsletter, 20, 24-25, Retrieved from http://www.toeic.com.tw/file/11005019.pdf.
2010 年台灣地區TOEIC成績統計報告. (2011). TOEIC Newsletter, 23, 24-25, Retrieved from http://www.toeic.com.tw/file/11063019.pdf.
2011 年台灣地區TOEIC成績統計報告. (2012). TOEIC Newsletter, 29, 46-47, Retrieved from http://www.toeic.com.tw/file/12255022.pdf.