高職非英語主修學生英語閱讀焦慮與閱讀理解能力之相關研究

The Relationship between English Reading Anxiety and English Reading Comprehension among EFL Non-English Majors in a Vocational High School

侯翠貞(Tsui-chen Hou)

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

本研究主要目的是在探討台灣高職非英語主修學生在英語閱讀焦慮與英語閱讀理解能力之間的相關研究。本研究採問卷調查，以隨機抽樣方式，隨機抽取277位來自11個非英語主修科系的台中縣私立高職三年級學生為研究樣本，以「英語閱讀焦慮量表」、「英語學習動機量表」、「全民英檢英語閱讀理解能力測驗」與「個人背景資料問卷」為研究工具。藉由t考驗、皮爾森積差相關、逐步迴歸與單因子變異數分析，以軟體SPSS 13.0版本分析各項假設。研究的主要結果發現：一、英語閱讀焦慮與英語閱讀理解能力呈現顯著性的負相關。二、英語閱讀焦慮與部分英語學習動機的向度呈現負相關。三、英語閱讀理解能力與英語學習動機呈現明顯的正相關。四、英語閱讀焦慮與參加全民英檢的經驗有部分呈現相關，即參加過全民英檢的學生在部份英語閱讀焦慮上呈現比較低的程度。五、不同科系的學生在英語閱讀焦慮上有不同程度的呈現。六、女學生及有全民英檢參加經驗的學生，在英語閱讀能力上有較好的表現。基於英語閱讀能力測驗在台灣目前入學考試英文科中佔有頗高比例的分數，本研究結果建議教師應正視焦慮對學生學習的影響，在進行英語閱讀教學時，應盡可能提升學生的英語學習動機，並瞭解學生的英語閱讀焦慮，以達到最大的教學成效。

關鍵字

英語閱讀理解能力 ； 英語學習動機 ； 英語閱讀焦慮

並列摘要

The main purpose of this study was to investigate the relationship between English reading anxiety and English reading comprehension among EFL non-English majors in a vocational high school in central Taiwan. The participants of the questionnaires consisted of 277 EFL non-English major third-grade students recruited from 11 non-English major departments in a vocational high school in Taichung County. Participants were required to complete Foreign Language Reading Anxiety Scale, Foreign Language Learning Motivation Scale, Background questionnaire and English reading comprehension test of General English Proficiency Test (GEPT). The Statistical Package for Social Science (SPSS) version 13.0 for Windows was administered to compute the data. Pearson product-moment correlation and Stepwise Regression were used to discover the correlations between English reading anxiety, English reading comprehension and English learning motivation. One-way ANOVA and t-test were applied to distinguish differences between English reading anxiety and English reading comprehension among participants with different background variables. Descriptive statistics was used to describe the results. The major findings of the study were as follows. First, there was a significant negative correlation between English reading anxiety and English reading comprehension. Second, there was a significant negative correlation between English reading anxiety and English learning motivation. Third, there was a significant positive correlation between English reading comprehension and English learning motivation. Fourth, there was a significant correlation between English reading anxiety and experience of taking GEPT. Besides, participants from different departments showed different level on English reading anxiety. Finally, female participants and those who had the experience of taking GEPT had higher English reading comprehension proficiency.
Owing to the score of English reading comprehension takes high percentage of English test on entrance examinations in Taiwan nowadays, there were implications that we could draw from this study. First of all, instructors should take the impact of learning anxiety of the students into account while giving lessons. Moreover, instructors should try to increase their students’ English learning motivation and help students to gain more of self confidence in English reading so to avoid students’ English reading anxiety and this would be considered as one of the greatest teaching achievements of every instructors involved with teaching English to EFL non-English majors.

並列關鍵字

English reading anxiety ； English learning motivation ； English reading comprehension

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