學習焦慮之核心：探討成人推廣教育以英語為外語課程的課堂氣氛和學生聯繫感

本研究旨在調查台灣一所推廣教育中心課程中之溝通焦慮、參與焦慮及課堂氣氛聯繫感之間的關係對於英語為第二外語的成年學習者之影響。研究文獻在對象為台灣的推廣教育中心的成年英語學習者相對缺乏。本研究目的為：第一、測量研究對象的自覺溝通焦慮程度；第二、調查人口統計變項中的年齡、教育背景、性別及語言能力和依變項中的溝通焦慮、參與焦慮及班級氣氛聯繫感之間的關係；第三、確定三個依變項之中是否有相關性；第四、透過半結構性訪談調查研究對象對於學習焦慮和成員之間關係的看法。研究對象為79位成年學習者，均完成填寫溝通焦慮個人報告量表、課堂參與焦慮量表及班級氣氛聯繫感量表之三份中文翻譯版問卷。隨後，進行半結構式訪談以了解成年學習者對於英語學習焦慮和成員之間關係的看法。問卷透過量化分析進行描述性統計分析和皮爾森積差相關分析以顯示變數之間的方向和關係。研究結果顯示兩項顯著負相關：第一、在自覺溝通焦慮與自覺班級氣氛之間；第二、在自覺參與焦慮與自覺班級聯繫感之間。另一方面，在自覺溝通焦慮與自覺參與焦慮之間呈現顯著正相關。半結構性訪談結果顯示，研究對象有高度的班級聯繫感並強調成員之間關係的重要性。最後針對研究結果及教學義涵做出探討。

關鍵字

溝通焦慮；參與焦慮；成年學習者；班級氣氛；班級聯繫感；班級動力

並列摘要

The current study aims to investigate the relationship between communication apprehension, participation apprehension and connected classroom climate in adult EFL classes at a continuing education center in Taiwan. In general, little research has been done on adult EFL learners in Taiwan at continuing education centers. The purposes of the current study are: 1.To measure the level of self-reported communication apprehension of the participants; 2. To investigate the relationship between the demographic variables age, education, gender, and language proficiency and the dependent variables communication apprehension, participation apprehension, and connected classroom climate. 3. To determine if there is any correlation among the three dependent variables. 4. To investigate participants’ perceptions of apprehension and inter-member relationships based on their semi-structured interview responses. The participants in the study were 79 adults, who were asked to fill out the Chinese translated version of the Personal Report of Communication Apprehension (PRCA), Classroom Apprehension about Participation Scale (CAPS), and the Connected Classroom Climate Inventory (CCCI). Subsequently, semi-structured group interviews were conducted on how adult learners perceive apprehension and inter-member relationships. A quantitative analysis of the questionnaires was conducted through descriptive statistics and Pearson correlation in order to reveal the direction and relationship among the variables. Results indicated two significant negative correlations: 1. between perceived communication apprehension and perceived classroom climate and 2. between perceived participation apprehension and perceived classroom connectedness. There was a significant positive correlation between perceived communication apprehension and perceived participation apprehension. In the semi-structured group interviews, participants reported high levels of connectedness and emphasized the importance of inter-member relationships. Results and pedagogical implications are discussed.

並列關鍵字

communication apprehension ； participation apprehension ； adult learners ； classroom climate ； classroom connectedness ； classroom dynamics

參考文獻

Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207-215.

Google Scholar

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