二個教育層級間英語為外語讀者的策略使用與焦慮之關聯

The Relationship Between Strategy Use and Anxiety in Foreign Language Readers Across Two Educational Levels

洪郁璇(Yu-hsuan Hung)

指導教授 ： 程玉秀

國立臺灣師範大學/文學院/英語學系在職進修碩士班/碩士(2012年)

摘要

本研究主要的目的在比較台灣國中生和高中生英文閱讀策略使用情形和英文閱讀焦慮程度，共有251位國中生及235位高中生參與此研究。

研究者提出四個研究問題：（一）國中生和高中生間的英文閱讀策略使用是否存在顯著差異？（二）國中生和高中生間的英文閱讀焦慮程度是否存在顯著差異？（三）英文閱讀策略使用與閱讀焦慮相關程度為何？（四）教育層級與英文閱讀焦慮程度對英文閱讀策略使用是否存在交互作用？

針對以上研究問題，本研究的主要發現為：（一）國、高中生的英文閱讀策略使用存在顯著差異；（二）國、高中生的英文閱讀焦慮存在顯著差異；（三）國、高中生的英文閱讀策略使用和英文閱讀焦慮程度之間具顯著中度負相關；（四）教育層級與英文閱讀焦慮程度對於全體閱讀策略使用以及對於統整型閱讀策略使用之交互作用皆不顯著，然而，其對於非統整型閱讀策略使用則存在顯著的交互作用。

關鍵字

閱讀策略 ； 閱讀焦慮 ； 教育層級

並列摘要

The purpose of this study was to compare learners’ English reading strategy use and English reading anxiety level across two educational levels in Taiwan: junior high school and senior high school. Two hundred and fifty-one junior high school students and 235 senior high school students were recruited as the participants.
Four major research questions were proposed in this study. The first research question inquired the differences between junior high school students and senior high school students in English reading strategy use. The second concerned the differences between junior high school students and senior high school students in English reading anxiety. The third question was to investigate the relationship between English reading anxiety and English reading strategy use. The fourth concerned the interaction effect of English reading anxiety level and educational level on English reading strategy use.
The findings of this study were as follows. First, junior and senior high school students differed significantly in their English reading strategy use. Second, junior and senior high school students differed significantly in their English reading anxiety. Third, for both educational levels, English reading anxiety was negatively and significantly associated with English reading strategy use at a moderate level. Fourth, English reading anxiety and educational level did not have a significant interaction effect on overall English reading strategy use and general English reading strategy use. However, there was a significant interaction effect of English reading anxiety and educational level on non-general English reading strategy use.

並列關鍵字

reading strategy ； reading anxiety ； educational level

參考文獻

Huang, H. C., Chern, C. L., & Lin, C. C. (2006). EFL learners’ online reading strategies: A comparison between high and low EFL proficient readers [Special issue]. English Teaching and Learning, 30(4s), 1-22.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.

Lee, J. F. (1999). Clashes in L2 reading: research versus practice and readers’ misconceptions. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 49-63). New York: McGraw-Hill.

National Reading Panel. (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction (National Institute of health Pub. No. 00-4769). Washington, DC: National Institute of Child Health and Human Development.

Akamatsu, N. (1999). The effects of first language orthographic features on word recognition processing in English as a second language. Reading and Writing: An Interdisciplinary Journal, 11, 381-403.