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研究生:蘇芳慧
研究生(外文):Fang-hui Su
論文名稱:國中英語學習焦慮與英語能力之相關研究
論文名稱(外文):The Foreign Language Anxiety and English Proficiency in EFL Junior High School Classroom
指導教授:王子富王子富引用關係
指導教授(外文):Tzu-fu Wang
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
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:2013
畢業學年度:101
語文別:英文
論文頁數:82
中文關鍵詞:英語學習焦慮英語能力英語為外國語
外文關鍵詞:foreign language anxietyEnglish proficiencyEnglish as a Foreign Language
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對於英語為外國語的國家,諸多影響英語學習的因素且與心理層面相關的,其中之一就是英語學習焦慮。在台灣,學生由於升學的必要,每天在校接受很多考試及承受許多課業壓力。近年來,又因教育制度的改革,12年國教的施行,英語聽力的重要性與英文閱讀相當。本人為國中英語教師,在實務教學經驗中我觀察到,當國中生所學的單字與文法量增多,對於英語的焦慮便逐漸增多。然而許多文獻較常探究大學生的英語學習焦慮與學習成就之關係,鮮少著重在國中生的英語學習焦慮與學習成就上。於是引發我的興趣,欲探究國中生在英語聽力及閱讀方面的學習焦慮上與英語能力之相關研究。研究對象為63位雲林縣某國中八年級學生。男生35位,女生28位。此次研究收集了3種資料,皆透過SPSS 13.0軟體來做量化分析,資料類別如下:
(1)英語聽力焦慮量表與英語閱讀焦慮量表,
(2)第一次和第二次段考考卷分數,
(3)兩份聽力理解試題。
研究發現顯示如下:
(1)英語學習焦慮與英語能力呈現溫和的負相關。
(2)閱讀焦慮會影響學生的閱讀分數。
(3)放學後參加英語補習班的學生可以改善焦慮。
(4)認為自己的英語能力越好,焦慮越低。
最後,依據研究發現提出有助益的教學方針,讓教師及教育工作者可以創造較少的焦慮學習環境以及提高學生的學習動機。
Foreign language anxiety is one of the affective factors existing among non-native speakers in the process of learning English in the EFL context. In Taiwan, students feel a lot of pressure of the overwhelming tests and homework. Recently, because of the education reform “the 12-year compulsory education program,” English listening plays an important role as well as reading. Students experience anxiety in English learning. Many researchers have indicated the correlation between foreign language anxiety and proficiency among college level students. However, little research has reported on whether foreign language anxiety bears the relation to proficiency among junior high school students. Moreover, it is of particular interest to investigate the relationship between anxiety of listening and reading and English proficiency. There is a sample of 63 8th-grade students of junior high school in Yunlin. Among the 63 students, 35 are males and 28 are females. Three kinds of data are collected for the quantitative analysis through SPSS 13.0 program in the study: (1) the FLLAS and FLRAS questionnaires; (2) the monthly English achievement exams; (3) the listening comprehension unit tests. The major findings of the research showed as follows:
1.There was negatively moderate correlation between language anxiety and
proficiency.
2.Reading anxiety negatively affected junior high school students’ English
reading proficiency.
3.Going to cram school contributed to the anxiety decrease.
4.Self-perceived level of listening and reading proficiency had a positive
influence on anxiety reduction.

This study provides some pedagogical implications for EFL teachers and educators to create less anxiety-provoking instructional environment so as to make the learners increase the motivation to learn.
CHINESE ABSTRACT …………………………………………………………i
ENGLISH ABSTRACT ………………………………………………………...ii
ACKNOWLEDGEMENTS ……………………………………………………………iii
TABLE of CONTENTS ………………………………………………………….........iv
LIST of TABLES …………………………………………………………………vii

CHAPTER ONE INTRODUCTION
1.1 Background and Motivation ………………………………………………….1
1.2 The Purpose of the Study …………………………………………………….4
1.3 Research Questions ……………………………………………………….......5
1.4 Definition of Terms …………………………………………………………..6
1.5 Significance of the Study ……………………………………………….........8

CHAPTER TWO LITERATURE REVIEW
2.1 Introduction ……………………………………………………………..........9
2.2 Perspectives in Anxiety Research ………………………………………......10
2.3 Language Anxiety and Language Proficiency …...........................................10
2.3.1 Language Anxiety and Proficiency by Overall Proficiency Measurements ……………………………………............................13
2.3.2 Language Anxiety and Proficiency by Specific Proficiency Measurements ………………………………………………………14
2.4 Language Anxiety and Language Skills …........................................................15
2.4.1 Listening ……………………………………………………………..15
2.4.2 Reading ………………………………………………………………17
2.5 Influence of Background Variables on Foreign Language Anxiety ……………..18
2.5.1 Gender ……………………………………………………………….18
2.5.2 Levels of Studying a Foreign Language ……………………………..19
2.5.3 Self-Perceived Level of Language Proficiency ……………………...20

CHAPTER THREE METHOD
3.1 Participants …………………………………………………………………….21
3.2 Instruments …………………………………………………………………….22
3.2.1 Measurement of Foreign Language Anxiety ……………………….......22
3.2.2 Measurement of English Proficiency ………………………………......23
3.2.3 English Tests ……………………………………………………………24
3.3 Data Collection Procedures ……………………………………………….......25
3.4 Data Analysis ………………………………………………………………..25

CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Descriptive Analyses of Foreign Language Anxiety and English Proficiency......26
4.2 Results for Research Question 1: What is the correlation between foreign language anxiety and English proficiency? ……………………………………..27
4.2.1 Listening ………………………………………………………………28
4.2.2 Reading ………………………………………………………………30
4.3 Results for Research Question 2: Is there any significant difference in the listening and reading anxiety levels of high-, mid-, and low-achievers? ……………….31
4.4 Results for Research Question 3: Is there any significant difference in foreign language anxiety in terms of the background variables? ……………………….35
4.4.1 Gender ………………………………………………………………….35
4.4.2 Length of English Learning ………………………………………….....36
4.4.3 English Learning in Cram School ……………………………………...38
4.4.4 Self-Perceived Level of English Proficiency …………………………...38

CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ……………………………………………………………………41
5.2 Suggestions …………………………………………………………………….44

REFERENCES ………………………………………………………………….46
APPENDICES
Appendix A: Foreign Language Anxiety Questionnaire ……………………….57
Appendix B: First Monthly Exam ……………………………………………...62
Appendix C: Second Monthly Exam ……………………………………..........66
Appendix D: Lesson 1 ~ Lesson 3 Listening Comprehension Test ……………70
Appendix E: Lesson 4~ Lesson 6 Listening Comprehension Test ……………..72
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