國中生的英語課堂活動與英語學習焦慮之相關研究

陳慈珍

doi:10.6346/NPUST.2011.00064

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國中生的英語課堂活動與英語學習焦慮之相關研究

The Relationship between Perception of English In-class Activities and English Learning Anxiety among Junior High School Students

陳慈珍 , Masters　　Advisor：吳雅玲　　

繁體中文 DOI： 10.6346/NPUST.2011.00064

英語課堂活動知覺；英語學習焦慮； The perception of English in-class activities ； English learning anxiety

Abstract │ Reference (200) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

中生的英語課堂活動知覺與英語學習焦慮之相關研究
The Relationship between Perception of English In-class Acitivities
and English Learning Anxiety among Junior High School Students

研究生：陳慈珍 Chih-Jan Chan

指導教授：吳雅玲博士 Dr. Ya-Ling Wu

【摘要】
   本研究旨在研究國中生對於英語課堂活動的知覺與其在英語學習焦慮相關性的研究，研究的重點在於: 一、探究國中生對英語課堂活動的喜好、頻率、效能與參與度等知覺。二、瞭解國中生英語課堂學習焦慮現況。三、分析國中生的背景變項與英語課堂活動的知覺是否能夠預測其英語學習焦慮。
     研究對象是以分層隨機抽樣的方式，抽取屏東市區、屏東郊區、屏東偏遠地區等各區內共十二所國中，每所國中二至三班共806名國中八年級學生參與問卷施測。 
    本研究採用問卷調查法，研究工具包括「英語課室焦慮量表」，和「國中生英語課堂知覺量表」和「國中生個人背景資料問卷」；並將蒐集到資料的使用SPSS14.0版執行描述性統計、獨立樣本t檢定和多元迴歸分析等統計方法來分析結果，驗證假設。
    本研究有關國中生對英語課堂活動的知覺與英語學習焦慮之現況和不同之背景變項的國中之英語課堂活動知覺與英語學習焦慮之差異，及能預測英語學習焦慮之變項的結果，歸納如下:

壹、國中生對英語課堂活動的知覺與英語學習焦慮之現況
  一、國中生對整體英語課堂活動大致持喜好的看法。
  二、國中生的英語課堂活動之頻率最高的是寫的課堂活動。
  三、國中生的英語課堂活動之效能高。
  四、國中生對英語課堂活動之參與度高。

貳、國中生之整體英語學習焦慮的程度不高
  一、國中生的測試焦慮與溝通焦慮高而負面評價焦慮不高。
 
參、部分國中生英語課堂活動的知覺與背景變項能預測英語學習焦慮
  一、背景變項中的英語學習成就與所在地區能預測英語學習焦慮。
  二、英語課堂活動中的喜好知覺與效能知覺可以預測英語學習焦慮。

肆、部分不同之背景變項的國中之英語課堂活動知覺有差異
  一、背景變項中的性別、英語成就、補習時間、複習時間不同
      的國中生英語課堂活動的喜好知覺有差異。   
  二、背景變項中性別、英語學習成就不同的國中生英語課堂活動的
頻率知覺有差異。
  三、背景變項中性別不同的國中生英語課堂活動的效能知覺有差異。
  四、背景變項中性別、補習時間、英語學習成就、複習時間不同的
      國中生英語課堂活動的參與度知覺有差異。

伍、部分不同的背景變項的學生的英語學習焦慮有顯著差異 
  一、背景變項中所在地、補習時間和英語學習成就不同的學生的英
語學習焦慮有顯著差異。 
   最後根據以上發現，提出相關建議，改善國中生的英語學習焦慮。

Parallel Abstract 〈TOP〉

【Abstract】
    This study aimed to investigate subjects : (a) junior high school students’ perception for their English in-class activities；(b) the real situation of their English learning anxiety；and (c) the elements can predict English learning anxiety. The perception of in-class activity for this study is including the preference, frequency, efficacy and participation.    
    Eight hundred and six junior high school students in twenty six classes of twelve junior high schools in Pingtung area were questioned through stratified random sampling. The data were collected from the questionnaire. Descriptive statistics, and t test, Pearson product-moment correlation and the multiple regression analysis were used in this study to analyze the data collected.  
    The major findings for this study were as follow:   
(a) The perception of the in-class activities 
  1. Junior high school students perceive their in-class activities preferable.
  2. Students rank the writing activity as the highest frequency in-class 
activity. 
  3. Students score the in-class activities efficacy high.    
  4. Students score the in-class participation high.
(b) the real situation of English learning anxiety for the junior high school students .   
  1. Students don’t have high Englishh learning anxiety.
  2. Students have high test anxiety and communication anxiety 
(c) Some background variables and perception of in-class activities can effectively predicted English learning anxiety.
  1. Gender, time for extension-learning, and time for reviewing can effectively predict English learning anxiety.      
  2. The perception of preference and efficacy can effectively predicted English learning anxiety. 
 
    According to the finding above, several implications were suggested for educational guidance. Moreover, recommendations for further studies were offered in this dissertation.

Reference ( 200 ) 〈TOP〉

王珩（2005）。從ARCS 模式討論英語學習動機之激發策略。臺中教育大學學報人文藝術類，19(2)，89-100。
連結：
吳筱琪（2006）。溝通式教學與傳統教法在台灣：學生的觀點與其影
連結：
周啟葶、程玉秀、宋秋美（2009）。英語自我效能英語學習焦慮與英語學習成就相關研究-以台北市高中生為例。教育與心理研究期刊 32，2，81-111。
連結：
梁彩玲（2002）。從九年一貫課程談溝通式教學法。白沙人文社會學報，創刊號，143~166。
連結：
徐玉婷（2004）。國中生英語學習焦慮、英語學習動機與英語學習相關策略之相關研究。國立成功大學教育研究所碩士論文，未出版，台南市。
連結：

Times Cited (2) 〈TOP〉

Altmetrics

〈TOP〉

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