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研究生：	吳瑞英 Wu, Jui-Ying
論文名稱：	國小三、六年級生語言焦慮與英語口語成就之相關性研究 The Correlation between Language Anxiety and English Speaking Proficiency for the 3rd-Graders and the 6th-Graders in an Elementary School
指導教授：	簡華麗 Jian, Hua-Li
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2005
畢業學年度：	93
語文別：	英文
論文頁數：	146
中文關鍵詞：	英語口語成就、語言焦慮
外文關鍵詞：	English speaking proficiency, language anxiety
相關次數：	點閱：98 下載：7
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　　台南市教育局在八十七學年度開始施行國小二到六年級的英語教學。之前的外語學習焦慮研究大部分以國中、高中及大學教育階段語言學習者為研究主體，而本研究主要探討國小三、六年級生之間語言焦慮之不同點，語言焦慮與英語口語成就之相關性，與兩個年級生之間對於在教室中及教室外引起他們學習焦慮的各種因素和情境所表達之不同意見與建議。受試學生包括台南市新興國小的33位三年級生和34位六年級生。本研究者發給每位學生一份問卷，內容包括兩部分，第一部分為33題勾選式的「外語學習焦慮問卷」，第二部分為十五題問答題。本研究者針對全部回收的67份問卷結果，學生的英語口語成就分數，以及教室觀察錄影結果，以SPSS 12.0統計程式進行量化的分析, 以及資料分類比對整理來進行質化分析。本研究主要研究發現包括下列五項:
1．由「外語學習焦慮問卷」結果中發現，在三十三項測驗題中，兩個年級生之間對於其中六項有不同的反應。
2．在本研究結果中，六級生之語言焦慮與英語口語成就之間呈現負相關性，但
三年級生則沒有呈現這樣的結果。
3．對本研究中之六年級生而言，大部分的高焦慮學生為低英語口語成就者，但三年級生的語言焦慮與英語口語成就之間沒有顯著的相關性。
4．對本研究中之六年級生而言，大部分的高英語口語成就者為低焦慮學生，並且大部分的低英語口語成就者為高焦慮學生。但三年級生的語言焦慮與英語口語成就之間沒有顯著的相關性。
5．對三年級生而言，「考試」和「角色扮演」是最會讓他們感到焦慮的因素，其次是「在課堂中說英語」。對六年級生而言，「考試」也是最會讓他們感到焦
慮的因素，其次是「不知道怎麼說或寫那個字或片語」。

　　根據本研究結果而提出之教學建議包括: 英語教師應瞭解不同年級生之間的不同語言焦慮特點; 英語教師為學生提供低焦慮英語學習環境之重要性; 考慮學生所提出之較讓他們不感到焦慮的學習活動分組方式，例如全班一起進行的活動; 盡可能考慮以學生所建議之較不令他們感到焦慮的評量方式來考試，例如以遊戲的方式來評量; 家長的協助應可提供寶貴的教學及校方行政管理資源; 適時和適當比例的使用國語有助於減輕學生的學習焦慮及提高其學習效率。

　　希望以上建議能有助於英語教師們提高其教學技巧，進而使學生們在低焦慮的語言學習環境中獲得最大之助益。

　The Bureau of Education (BOE) in Tainan City initiated formal English instruction for the 2nd- to 6th-grade students in the elementary schools since the academic year of 1998. As the previous studies of foreign language anxiety focused mostly on language learners in senior and junior high school and college levels, this study aims to detect the differences in language anxiety between the 3rd- and 6th- graders in the elementary school; the correlation between the students’ language anxiety-level and English speaking proficiency; the students’ responses and suggestions regarding the sources and factors that arouse their English learning anxiety in and out of the classroom. The 67 subjects consist of 33 3rd-graders and 34 6th-graders instructed by the researcher herself in Shin-Shing Elementary School in Tainan. The researcher distributed a two-part questionnaire of FLCAS and 15 open-ended questions to the 67 subjects. All of the 67 retrieved questionnaires, the students’ English speaking proficiency scores, and classroom observations of the video-taped classes are collected for both the quantitative analysis through SPSS 12.0 program and qualitative analysis through data collection and sorting in this study. The research findings are summarized as follows:
1. Six significant different responses among the 33 items between the 3rd- and 6th-graders were found in the FLCAS questionnaire.
2. There is a modest negative relationship between language anxiety and English speaking proficiency for the 6th-graders, but such negative relationship does not exist for the 3rd-graders in this study.
3. For the 6th-graders, more of the students with high anxiety-level tend to be low-achievers and more of the students with low anxiety-level tend to be high-achievers. But for the 3rd-graders, there is no significant correlation between language anxiety and English speaking proficiency.
4. For the 6th-graders, more of the high-achievers tend to be students with lower anxiety-levels and more of the low-achievers tend to be students with high anxiety-level. But for the 3rd-graders, there is no significant correlation between language anxiety and English speaking proficiency.
5. For the 3rd-graders, “taking tests” and “role playing” are regarded as the most serous causes that make the students anxious in their English learning, the next is “speaking English in the class”. For the 6th-graders, “taking tests” is also regarded as the most serous cause that makes the students anxious in their English learning, the next is “not knowing how to say or write the word or phrase”.

　Several pedagogical implications were suggested based on the results, including the importance of the language teachers’ understanding the differences of language anxiety between students in these two grades; the necessity for the teachers’ creating less anxiety-provoking environment for the students’ English learning; the adoption of students’ suggestions on less anxiety-provoking grouping of learning activities, such as whole-class activity; the possibility of modifying the evaluation forms considering the students’ suggestions, such as games, to make them feel less anxious when being evaluated; the parents’ assistance as precious pedagogical and administrative resources; proper portion of Chinese at proper timing to reduce the students’ learning anxiety and improve their learning efficiency.

　Hopefully, the above mentioned suggestions can provide useful information for language teachers to modify their instructional techniques so as to make the students benefit from the low anxiety-provoking language learning situations in the classroom.

CHAPTER ONE INTRODUCTION                                                    Page
1.1  Background and Motivation ................................................1
1.2  Purpose of the Study .....................................................3
1.3  Research Questions .......................................................4
1.4  Definition of terms.......................................................5
1.5  Significance of the Study ................................................7
1.6  Limitations of the Study .................................................7

CHAPTER TWO  LITERATURE REVIEW
2.1  Researches on Anxiety, Language Anxiety and Foreign Language Anxiety......9
2.1.1  Anxiety ...............................................................10
2.1.2  Language Anxiety ......................................................13
2.1.3  Foreign Language Anxiety ..............................................15
        2.1.3.1  Communication Apprehension ..................................16
        2.1.3.2  Fear of Negative Social Evaluation ..........................17
        2.1.3.3  Test Anxiety ................................................18
2.2  Instruments for Measuring Foreign Language Anxiety ......................18
2.3  Relationship between Language Anxiety and Foreign Language 
     Proficiency .............................................................21
     2.3.1  Facilitating and Debilitating Effects of Language Anxiety on Foreign
            Language Proficiency .............................................23
     2.3.2  Negative Relationship between Language Anxiety and Foreign 
            Language Proficiency .............................................24
     2.3.3  The Role of Language Anxiety in the Development and Maintenance of 
            Foreign Language Anxiety .........................................26
     2.3.4  Relationship between Language Anxiety and Foreign Language 
            Oral Proficiency .................................................29
2.4  Sources and Factors That Provoke Foreign Language Anxiety of the 
     Students in the Language Classroom ......................................31

CHAPTER THREE  METHODOLOGY
3.1  Subjects ................................................................35
3.2  Instruments .............................................................35
     3.2.1  The Questionnaire ................................................36
            3.2.1.1  The Foreign Language Classroom Anxiety Scale (FLCAS) ....36
            3.2.1.2  The Questionnaire of 15 open-ended questions ............38
     3.2.2  The English Speaking Proficiency Scores of the Subject Students...39
            3.2.2.1  Individual Oral Tests Based on the Instructional Content 
                     .........................................................41
            3.2.2.2  Performance in the Role-play Activity ...................46
            3.2.2.3  Participation in the Group Activity .....................47
            3.2.2.4  Responses to the Teacher’s Instruction in Class ........48
     3.2.3  The Classroom Observations of the Video-taped Classes ............49
3.3  Study Procedures ........................................................49

CHAPTER FOUR  RESULTS AND DISCUSSION
4.1  Differences in the Students’ Responses to Language Anxiety in FLCAS ....54
4.2  Relationship between Language Anxiety and English Speaking Proficiency . 69
4.3  Correlation between Language Anxiety and English Speaking Proficiency ...70
4.4  Sources and Factors Affecting Students’ Language Anxiety in the 
     Classroom ...............................................................76
     4.4.1  Analysis of Students’ Responses to the Questionnaire of 
            15 Open-ended Questions ..........................................77
            4.4.1.1  Results and Analysis of Questions in Group 1 ............77
            4.4.1.2  Results and Analysis of Question 5 in Group 2 ...........80
            4.4.1.3  Results and Analysis of Questions in Group 3 ............83
            4.4.1.4  Results and Analysis of Questions in Group 4 ............89
     4.4.2  Analysis of the Observational Results from the Video-taped 
            Classes ..........................................................99

CHAPTER FIVE  CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1  Conclusions ............................................................105
5.2  Pedagogical Implications ...............................................108
5.3  Suggestions for Future Research ........................................111

REFERENCES ..................................................................115

APPENDICES
Appendix A: Questionnaire of FLCAS and 15 Open-ended Questions ..............126
Appendix B: FLCAS Anxiety Scores and Grouping Label of Anxiety-level
            for the 3rd-graders .............................................129
Appendix C: FLCAS Anxiety Scores and Grouping Label of Anxiety-level
            for the 6th-graders .............................................130
Appendix D: English Speaking Proficiency Scores in the Four Aspects
            for the 3rd-graders .............................................131
Appendix E: English Speaking Proficiency Scores in the Four Aspects
            for the 6th-graders .............................................132
Appendix F: English Speaking Proficiency Scores and Label of Grouping
            for the 3rd-graders .............................................133
Appendix G: English Speaking Proficiency Scores and Label of Grouping
            for the 6th-graders .............................................134
Appendix H: Textbook Examples of Dialogue in Enjoy 3 ........................135
Appendix I: Textbook Examples of the Targeted Patterns and Words in Enjoy 3  
            .................................................................137
Appendix J: Textbook Examples of the Targeted Alphabets and Their 
            Corresponding Phonic Sounds in Enjoy 3 ..........................139
Appendix K: Textbook Examples of Dialogue in Darbie, Teach Me 7 .............141
Appendix L: Textbook Examples of the Targeted Patterns and Vocabularies 
            in Darbie, Teach Me 7 ...........................................143
Appendix M: Textbook Examples of the Targeted Alphabets and Their 
            Corresponding Phonic Sounds in Darbie, Teach Me 7 ...............145
Appendix N: Textbook Examples of the Chants in Darbie, Teach Me 7 ...........146


                                    

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