高職生英語學習焦慮與動機對成就影響之相關研究

鄭國明 ； 溫嘉榮 ； 何安琪

《TANET2017 臺灣網際網路研討會》 2017年 (2017/10) Pp. 1573-1578

https://doi.org/10.6728/TANET.201710.0276

摘要

本研究在探討高職學生英語學習焦慮、學習動機與學習成就現況，以及各變項對不同背景學生是否具有差異性及預測力。研究結果發現，高職生在學習焦慮上以「溝通焦慮」層面焦慮度最高，在學習動機上以「外在動機」層面表現最好，而「學習成就」則為中等偏低；此外，高職生的英語學習焦慮及學習動機在背景變項「國中會考英文成績」上有顯著差異，至於「學習成就」則在「科別」與「國中會考英文成績」上有顯著差異；在相關分析及預測力顯示：高職生英語學習焦慮與學習動機有顯著正相關存在，且學習動機對學習成就有正向的預測力，而英語學習焦慮對於學習成就則僅在「負面評價焦慮」變項有部分預測力。

關鍵字

外語能力 ； 英語學習焦慮 ； 學習動機 ； 學習成就

並列摘要

This study was conducted to investigate the situation among English learning anxiety, learning motivation and learning achievement. Also for students of different background variables, are there any differences in English learning anxiety, learning motivation and learning achievement and whether the former two variables are predictive of learning achievements are concerned. According to the results of this study, it is found that in the situation of English learning anxiety, learning motivation and learning achievement of vocational high school students, the level of 〞communication anxiety〞 is the highest in learning anxiety; the best level in learning motivation is 〞external motivation〞 and the level of students' English learning achievement is medium low. As for English learning anxiety and learning motivation, there are significant differences in the background variable 〞English scores in Comprehensive Assessment Program for Junior High School Students〞, and in learning achievement, there is a significant difference in this background variable along with the variable 〞students' departments〞 The correlative analysis of learning anxiety and learning motivation shows that there is a significant positive effect in learning achievement. English learning motivation could predict learning achievement effectively, while English learning anxiety could predict learning achievement only in the variable 〞negative evaluation anxiety〞.

並列關鍵字

foreign language ability ； English learning anxiety ； learning motivation ； learning achievement