五專外語科學生英語焦慮及師生互動行為之相關研究

A Study of English Anxiety and Teacher-Student Interaction among EFL Students in Junior College

洪佳玲(Chia-Ling Horng)

《技術及職業教育學報》 2期 (1999/06) Pp. 125-140

摘要

本研究昌在探討五專外語科學生的英語焦慮和師生互動之間的關係，進而提出可行的教學策略，以降低英語焦慮，提供低焦慮的外語學習情境，並提高學習效率。為達成研究目的，搜集文獻做為研究及編製問卷的基礎。並以某專校外語科學生共150位為樣本，施以「英語教師行為評量表」及「英語學習自我評量焦慮量表」兩份問卷，分別用來測量英語焦慮和師生互動行為。根據研究結果，可歸納結論如下：
一、五專外語科師生互動之各層面，和英語焦慮各層面皆有顯著相關；
二、教師之直接行為越高，學生之英語焦慮越高;教師之間接行為越高，則學生之英語焦慮越低。根據以上結論，研究者並對減輕英語焦慮之三層面：「溝通恐懼」、「害怕負面評價」及「測試焦慮」各提出若干建議，供教學者參考。

關鍵字

英語焦慮 ； 師生互動行為

並列摘要

This study aims to investigate the correlation between English anxiety and teacher-student interaction among college students who majored in English. The instruments used were Foreign Language Anxiety Scale (FLAS) and English Teacher Behavior Scale (ETBS). The subjects involved were 150 students in a junior college. The results of the study indicate that:
(1) there is a significant correlation between eight sub-scales of teacher-student interaction and three dimensions of English anxiety. (2) Teachers' behavior may affect students' anxiety level: the more direct teaching behavior the teacher presented, the more anxious students perceived, and vice versa. Based on the findings, additional suggestions for reducing language anxiety in three dimensions: Fear of communication, Fear of negative evaluation and Test anxiety are offered.

並列關鍵字

language anxiety ； teacher-student interaction