父母管教方式與外語學習焦慮關係之探討--以彰化縣國小學童為例

The Relationship between Perceived Parenting Styles and Foreign Language Anxiety among EFL Elementary School Learners in Taiwan: A Case Study of Changhua County

林佩君(Pei-chun Lin)

指導教授 ： 林進瑛

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2009年)

摘要

英語是國際溝通重要的工具，而其重要性也在近幾年日益凸顯。許多國民小學大力推動英語教學來幫助學生學得更多、更好，這些善意的行動，的確幫助了學生的學習。然而，在同時，也加深了兒童的學習焦慮。當學校一再強調英語的重要性，來自父母親的要求也隨之提高，來自學校與父母的雙重壓力儼然形成。因此，本研究的目的在探討外語學習焦慮與父母管教方式的關係。以彰化地區國小五、六年級的學生為研究對象，以量化的問卷調查和分析來作ㄧ個普遍性的概括。主要研究發現指出，彰化地區的父母管教方式多為溺愛型，而最少數為開明權威型。其次，父母的要求和兒童的外語學習焦慮呈現正相關，而父親的回應和外語學習焦慮呈現負相關。另外，母親的教育程度和年紀會影響兒童感受外語學習焦慮的程度。再者，擁有不同教育程度父母的兒童，在知覺父母的要求層面上並無顯著差異；然而，父母擁有高中或大專以上教育程度者，兒童在知覺回應的層面上，比父母擁有國中教育程度者還高。期待本研究的結果可以幫助教師與父母更了解一些會造成兒童在英語學習上產生負面效果的焦慮情況與來源。

關鍵字

知覺父母管教方式 ； 兒童 ； 外語學習焦慮

並列摘要

English is an important tool for international communication, and its role has been greatly highlighted in Taiwan in recent years. Many elementary schools, just like junior and senior high schools, emphasize English activities to help students learn more and learn better. The related acts are done with good intentions and they do help children’s learning; however, at the same time, students’ anxieties seem to deepen. Meanwhile, when schools lay emphasis on English, demands from parents simultaneously increase. Dual pressures from English learning and from parents, therefore form. Thus, this study aims to explore the relationship between foreign language learning anxiety and perceived parenting styles among fifth and sixth EFL elementary graders in Changhua County. The quantitative questionnaire survey and analysis are used to get a general perspective of major variables. The major findings suggested that most parents practiced permissive parenting in this area and the fewest number of parents practice authoritative parenting. Second, there was a positive correlation between children’s foreign language anxiety and parental demandingness and a negative correlation between children’s foreign language anxiety and paternal responsiveness. Additionally, mothers’ education levels and ages made a marked difference in students’ foreign language anxiety. Also, participants with parents at any educational level perceive similar parental demandingness, whereas children whose parents had both obtained a senior high school or college level and above education perceived higher paternal and maternal responsiveness than those whose parents only had a junior high school education and lower. The results of the study may help teachers and parents be more aware of some anxiety-provoking situations and sources which may have negative effects on children’s foreign language learning.

並列關鍵字

children ； perceived parenting styles ； foreign language learning anxiety

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