臺灣博碩士論文加值系統

以英語為外語的學習者能力是被許多變數所影響，包含認知，語言，及情意變數。在情意變數中，焦慮無疑吸引了許多研究者的興趣。此外，自主學習能力被視為現代教育中重要的一環且被列為十二年國教中主要的目標。然而，甚少研究探討焦慮、自主性、單字量及學習成就之間的關聯性。為了強化英語學習者的信心及專業能力，本研究旨在探討台灣高中生英語學習焦慮，英語學習自主性，英文單字量及學習成就之間的關係。受試者是北台灣地區的433位高中生，所填答的問卷包括：(1)Horwitz等人於1986年所設計的外語課堂焦慮量表(FLCAS)，(2) Ryan 及 Connell於1989年以動機為基礎所設計的Self-Regulation Questionnaire (SRQ)，(3) Nation (2007)的字彙量測驗 (Vocabulary Size Test)前五個等級；同時，本研究採用量化方式進行。
本研究的主要結果如下：一、受試學生在學習英文時，確實感受到壓力，且以害怕負面評價最為明顯；且英語學習焦慮和學習成就及單字量呈現顯著負相關，顯示英語學習焦慮為損害性焦慮。此外，英語學習焦慮和自主學習呈現正相關。就性別差異，男生的平均焦慮高於女生；但只在考試焦慮上存在顯著差異。至於組別差異，自然組焦慮高於社會組，且也只在考試焦慮上存在顯著的差異。二、受試學生具有自主學習的能力，因為認為學習是有趣的及快樂的；然而，自主能力與學習成就及單字量都呈現出顯著負相關。就性別差異，男生的自主能力高於女生；就組別差異，自然組學生的自主性高於社會組；且性別及組別都存在顯著性差異。三、受試學生的單字量與學習成就呈現出正相關。另，受試學生的單字量差異性極大，大多數受試者的單字量不足三千字族，亦即未達到學測應試單字量的需求。
根據本研究的發現，提出以下建議以提供教學參考，英語教師在減輕學習焦慮扮演重要的腳色，故英語教師應該幫助學生面對學習焦慮，並且讓學習環境較沒有壓力。至於如何強化學生的自主學習，學校老師應該創造出一個支持性的學習環境並且提供關於自主學習支持。此外，鑒於單字量與學習成就呈現顯著正相關，學校老師應持續協助學生增加單字量，並且針對不同單字量的學生提供不同的學習策略。

English competence of EFL learners was found to be affected by abundant variables including cognitive, linguistic, and affective factors (e.g. Brown, 2007; Kranshen, 1989). Among affective factors, anxiety undoubtedly draws a host of researchers’ interest. Besides, autonomous learning ability is viewed as an important scale of modern education and is one of the major objectives in the new 12-year curriculum in Taiwan. Yet, the issue of the relationships among anxiety, autonomy, vocabulary size, and test performance has been little discussed. Therefore, with the aim to enhance English learners’ confidence and proficiency, this study explored these facets from 433 students in a senior high school. The instruments adopted in the study included Horwitz’s et al.’s (1986) Foreign Language Classroom Anxiety Sale (FLCAS), Ryan and Connell’s (1989) Self-Regulation Questionnaire (SRQ), and Nation’s (2007) the Vocabulary Size Test. Quantitative data collection procedure was employed to carry out the research.
Results of this study showed that students did have moderate language anxiety, and the most influential language anxiety was the fear of negative social evaluation. Language anxiety was also found to be significantly and negatively correlated with English achievement and vocabulary size, which revealed that language anxiety played a debilitative role in language learning.Meanwhile, a positive relationship between language anxiety and autonomy was found. Males and Science majors tended to be anxious than females and Humanity majors, but significant differences only existed on test anxiety. Then, students were motivated intrinsically, since they found learning interesting and enjoyable. Besides, students’ levels of autonomy had a significantly negative relationship with achievement and vocabulary size. Males and Science majors were more autonomous than their counterparts. Significant differences in learner autonomy between different genders and majors were discovered as well. As for vocabulary size, it was positively correlated with English achievement. Furthermore, large individual differences in the vocabulary size were found.
Based on the findings of the study, pedagogical implications were proposed as follows: teachers can be very influential in reducing learners’ anxiety; therefore, teachers should help students deal with aggravating anxiety situation and make learning context less intimidating. In order to enhance students’ autonomy, teachers should create a supportive learning environment and provide students with autonomy support in their classroom learning. In addition, considering the positive correlation between vocabulary size and English achievement, teachers should keep enlarging students’ vocabulary size and offer different learning strategies to students with different vocabulary sizes.

ACKNOWLEDGEMENTS........i
摘要........iii
ABSTRACT........v
TABLE OF CONTENTS........vii
LIST OF TABLES........ix
LIST OF FIGURES........x
CHAPTER ONE........1
INTRODUCTION........1
Background and Motivation........1
Purposes of the Study........6
Research Questions........7
The Significance of this Study........7
Definition of Terms........8
Learning Anxiety........8
Learner Autonomy........8
Vocabulary Size........9
English Achievement........9
CHAPTER TWO........10
LITERATURER REVIEW........10
Affective Factors in Language Learning........10
Foreign Language Anxiety........12
Communication Apprehension........13
Test Anxiety........14
Fear of Negative Social Evaluation........15
Foreign Language Anxiety and Achievement........15
Learner Autonomy........17
The Definition of Learner Autonomy........18
Self-Determination Theory........20
Intrinsic Motivation........21
Extrinsic Motivation........22
Empirical Studies of Learner Autonomy in Taiwan........23
Vocabulary Knowledge........25
Threshold Vocabulary Size for Reading Comprehension........27
Empirical Studies of Vocabulary Size of High School Students in Taiwan........29
CHAPTER THREE........31
METHODOLOGY........31
Participants........31
Instruments........32
Foreign Language Classroom Anxiety Scale (FLCAS)........33
Self-Regulation Questionnaire (SRQ)........34
The Vocabulary Size Test........35
Procedure........36
Data Analysis........38
CHAPTER FOUR........39
RESULTS........39
Research Question 1: What is the level of language anxiety among the students in a private high school in northern Taiwan?........40
Research Question 2: What is the level of learner autonomy among the students in a private high school in northern Taiwan?........41
Research Question 3: What is the vocabulary size that students possess in a private high school in northern Taiwan? ........43
Research Question 4: What is the relationship between language anxiety, learner autonomy, vocabulary size and English achievement of the students in a private high school in northern Taiwan?........47
Summary........48
CHAPTER FIVE........50
DISCUSSION AND CONCLUSION........50
Summary of the Findings........50
EFL Senior High School Students’ Language Anxiety........50
EFL Senior High School Students’ Autonomy........52
EFL Senior High School Students’ Vocabulary Size........53
Pedagogical Implications........55
Limitations of the Study and Suggestions for Future Studies........58
REFERENCES........60
Appendix A English Version of the Questionnaire........72
Questionnaire of The Survey of High School Students’ Learner Autonomy and Foreign Language Anxiety in English Learning........72
Foreign Language Classroom Anxiety Scale........76
Appendix B Chinese Version of the Questionnaire........79
高中學生自主學習與英語學習焦慮調查........79
英語焦慮問卷調查表........ 82
Appendix C Vocabulary Test........84
Appendix D Subjects’ Accumulated Vocabulary Size at The Five Levels........89

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