- 學位論文
探究臺灣外語科高職生課堂焦慮和學習策略對英語學習成就之相關性
An Investigation of Anxiety and Strategy Use and their Relationship with English Achievement among EFL English Majors of a Vocational High School in Taiwan
摘要
摘要 本研究的目的在於探討高職學生學習英文課堂焦慮的程度、學習策略及其英文學業成績表現的相關性。本研究以台灣北部，某一高職高一外語科新生，共150位為對象。本研究者發給每位學生兩份問卷，第一份問卷為33題「外語學習焦慮問卷」以及第二份問卷為50題「學習動機策略問卷」。本研究者針對全部收回的150份問卷結果，以及學生英文學習成就資料，以SPSS做統計分析並比較其相關性，主要的統計方法為描述統計和皮爾遜積差相關。 主要研究發現如下：(1)由「外語學習焦慮問卷」三種會造成學生學習外語焦慮的分類，其結果顯示學生對「負面評價」感到最為憂心，其次為「溝通恐懼」及「考試恐懼」。(2)由「英語學習策略問卷」結果顯示高職學生在學習策略使用方面，是以補償策略的使用明顯多於社會策略及情感策略的使用，然而記憶策略的使用則是少於後設認知策略及認知策略的使用。(3)學生在英語課堂焦慮與英文學習成績方面呈現負相關。(4)學生英文學習成績與使用學習策略雖然呈現正相關但偏弱。 最後，根據本研究的結果，對於高職教師、研究者和高職教材設計者提出教學上的應用。
並列摘要
Abstract The aim of the study is to investigate the language anxiety levels and learning strategies and the correlation between these two variables with English school achievement in vocational high school students. The participants of this research were 150, 10th graders, from three classes of students enrolled as English majors in a vocational high school in Taiwan. The instruments for assessing learners' anxiety and learning strategies were adopted from Horwitz, et al.'s (1986) FLCAS (Foreign Language Classroom Anxiety Scale) and Oxford's (1990) SILL ( Strategy Inventory for Language Learning). The participants' school English scores were the principal indicator of their English performance. Person Product-moment correlation analysis were used to compute the results. The findings of the study are as follows：First, the result shows that the fear of negative evaluation has the highest level among the three subcomponents of foreign language anxiety followed by communication apprehension, and test anxiety. Second, for the most frequently used strategies of the six learning strategy categories, all fall in the medium range. According to the findings, vocational high school students used compensation strategy the most, followed by social strategy and affective strategy, and they used metacognitive strategy, cognitive strategy and memory strategy the least. As regards the relationship between language learning anxiety and school English achievement, the finding shows that the three subcategories were all negatively correlated with school English achievement. In sum, students with higher foreign language anxiety tended to have lower English achievement in school. Finally, this study revealed that the six learning strategy categories were positively correlated, albeit weakly, with vocational high school students' school English achievement. Several pedagogical implications were presented for instructors, researchers, and materials designers based on the results of this study.