英文主修生之信念,學習焦慮與語言表現之關係分析─以某科技大學為例

An Analysis of the Relationship among Beliefs, Learning Anxiety and Language Performance of English Majors in a Technological University

譚秀梅(Hsiu-mei Tan)

指導教授 ： 羅德斯

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2009年)

摘要

本研究目的旨在探討科技大學英文主修生歷經且抱持的外語學習信念，學習焦慮，及兩者與學習表現之間的關係。以193位就讀於一所中部科技大學的英文主修生為研究對象，以外語學習信念量表(改編自Horwitz, 1983)、外語教室焦慮量表(改編自Horwitz, 1983)，及學生的背景資料為研究工具並以所得的資料做分析，尋其重要相關關係。以SPSS 13.0版分析本研究五個研究問題，結果分析如下。 一、主要的學習信念包括:受訪者想要且相信他們可以學好英文而且學英文為了將來工作順利。英文是中等困難的語言，小孩子比大人更容易學好英文。學習策略像是反覆練習及接觸英語系國家的文化都是有效的學習方法。有語言天賦的人是聰明的且已經會一種外語的人更容易學會另一種外語。 二、最常見的學習焦慮包括缺乏自信、同儕比較、課前準備不足及理解力不好，這些使得學習者在學習英語時變得健忘，感到挫折及焦慮。三、在個人背景因素中，學習年級與學習信念五(動機與期望)在二年級與三年級間有著顯著相關 (F = 7.284, p < .05)。二年級生比三年級生有著更強烈的動機與期望。四、在個人背景因素中，性別與學習焦慮達顯著差異(F = .003, p = .04)。女生比男生更容易焦慮。五、學習信念、學習焦慮與學習表現的關係。兩項學習信念與學習焦慮相關。學習信念一(語言學習的困難)與學習焦慮有著負相關(r = - .253, p < .000)，而學習信念三(語言學習的本質)則和學習焦慮達正相關(r = .149, p < .039)。學習信念並未與學習表現有關。學習焦慮與學習表現有顯著相關(F = 4.779, p = .001)。通過全民英檢初級者比通過全民英檢中級者更焦慮( p = .03)，而從未參加過全民英檢者也比通過全民英檢中級者更焦慮(p = .023)。除此之外，本研究訪談八位回答問卷之受訪者，他們相信在台灣學習英文對找到好工作來講是很重要的。看西洋電影、聽英語歌曲及看英文小說及雜誌都是他們會用的有效學習英語的方法。老師的態度、同學間互動及考試都會引起學習焦慮。最後受訪者也對自己的學習狀況作評語並且希望英語學習是實際有用的。所有這份研究得到的結果希望能提供科技大學體系的英文學習狀況，並期能促進有效的英文教學與英文學習。

關鍵字

學習信念 ； 學習焦慮 ； 語言表現 ； 科技大學

並列摘要

To investigate the most prevalent learning beliefs, learning anxieties held and experienced respectively by students, and the relationship of these beliefs, and anxieties with language performance, a survey was conducted using 193 English majors in a technological university in central Taiwan. The data derived from the adapted Beliefs about Language Learning Inventory (BALLI), the adapted Foreign Language Classroom Anxiety Scale (FLCAS) and the respondents background information were analyzed and then correlated for significance. SPSS 13.0-version was performed based on the five research questions; subsequently the findings of this study were presented. First, the subjects intended and believed they could learn English well and were motivated for future career. English was a language of medium difficulty, and children were apt to learn it well. Meanwhile, learning strategies, such as practicing repeatedly and contacting the culture and speakers of English were considered effective. It was believed that people with language gift were smart and easier to learn another language. Second, the most common learning anxieties were attributed to the shortage of confidence, peer competition, insufficient preparation, and poor comprehension which made learners forgetful, upset and anxious in language learning. Third, moderator variable of curriculum year had a bearing on LB as B5 (i.e., motivation and expectation) was with significant difference (F = 7.284, p < .05) between sophomores and juniors. Sophomores appeared more positive in B5 comparatively. Fourth, moderator variable of gender was reported related to FLLA (F = .003, p = .04) thus female students were more anxious than male ones. Finally, the relationship among LB, FLLA and LP were reported. Two scores of BALLI had significant correlations with the total FLCAS scores. B1 (the difficulty of language learning) was negatively related to FLLA (r = - .253, p < .000) while B3 (the nature of language learning) had a positive correlation with FLLA (r = .149, p < .039). LB was not found related to LP, yet FLLA was significantly related to LP (F = 4.779, p = .001), particularly subjects at GEPT basic level were with more anxiety than those at intermediate level (p = .03) while subjects who never took any English proficiency tests felt more anxious than those at intermediate level (p = .023). Further, eight participants were interviewed who believed on the importance of English in Taiwan for a good job. Further, the participants indicated that English movies, songs, novels and magazines were some of the common ways used to learn English. Teachers’ attitude, peer interaction and test were articulated by the participants to have caused anxiety; finally, they wished English learning to be practical and useful.
All the results of this study are expected to shed light on the status of English in technological educational system and on the urge of achieving effective English instruction and learning.

並列關鍵字

learning beliefs ； learning anxiety ； language performance ； technological university

參考文獻

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