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中文論文名稱 臺灣英文系大學生英語口說焦慮及降低焦慮策略之研究
英文論文名稱 English Speaking Anxiety and Strategies for Reducing Anxiety of Taiwanese University English Majors
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 101
學期 2
出版年 102
研究生中文姓名 黃心伶
研究生英文姓名 Hsin-Ling Huang
學號 699110101
學位類別 碩士
語文別 英文
口試日期 2013-06-03
論文頁數 121頁
口試委員 指導教授-王藹玲
委員-林怡弟
委員-曾敏珍
中文關鍵字 口說焦慮 
英文關鍵字 Speaking Anxiety 
學科別分類 學科別人文學語言文學
中文摘要 本研究主要探討臺灣英文系大學生英語口說焦慮、降低焦慮策略應用以及英文系大學生希望老師如何幫助他們降低口說焦慮。本研究共有一百八十九位大一大二英文系學生參與。研究方法為填寫問卷以及面談。於填寫問卷方面,研究者使用課內外語學習焦慮量表(FLCAS)來評量英文系大學生說英語的焦慮程度,以及口語溝通策略量表(OCSI)來評量英文系大學生遇到口說焦慮時的應對策略。分析完問卷結果,研究者找出其中六位對英語口說具有高度、中度及低度焦慮的學生進行一對一面試訪談。研究結果顯示,於溝通焦慮方面,英文系大學生主要焦慮來自於即興的說英文,如果他們遇到相關焦慮,大部份英文系大學生選擇使用熟悉的詞彙、換句話說、或是使用非語言策略來應對。於測試焦慮方面,英文系大學生的焦慮主要來自英語口說考試前中後的不安全感,因此,他們希望考前能夠知道確切的考試方向,考試時希望多以一對一面談或是小組上台報告的方式,考試後能夠學習同儕的優點。於害怕負面評價焦慮方面,英文系大學生的焦慮主要來自於害怕丟臉。他們害怕同儕評價勝於老師對他們的評價。對於某些學生,當他們感受相關壓力時,他們會盡力表現自己的英文能力,因為他們認為身為英文系學生讓他們得到更多能量與自信。研究者建議英文系的老師們能夠多關心英文系大學生的口說焦慮,和學生一起找出方法克服說英文的恐懼,幫助英文系大學生對自己的英語口說能力更有信心。
英文摘要 The study aimed to investigate Taiwanese university English majors’ English speaking anxiety, their strategy-use when they experience speaking anxiety, and their practical suggestions for teachers to help them to decrease their level of anxiety. A hundred and eighty-nine freshmen and sophomore of English majors participated in this study that they were asked to fill in questionnaires of Foreign Language Classroom Anxiety Scale (FLCAS) to assess their level of speaking anxiety and Oral Communication Strategy Inventory (OCSI) to assess their strategy-use in English speaking. After the researcher analyzed the data from questionnaires, six participants from high, middle, and low level of speaking anxiety were chosen in interviews. Results of the study indicated that in the communication apprehension, most English majors fear of speaking English impromptu. If English majors face this kind of anxiety, they would use familiar words, paraphrase, and non-verbal expressions. In the test anxiety, English majors’ anxiety is mainly from lacking of feeling secure before oral tests, during oral tests, and after oral tests. To conquer the anxiety, English majors would like to understand clear rules before tests, be in one-on-one interviews or group presentations as their formal tests during tests, and learn meaningful feedback from peers after tests. In the fear of negative evaluation, English majors’ anxiety is mainly from face loss. They suffer from peer pressure more than pressure from teachers. For some English majors, they would try hard to perform better when they experience this kind of anxiety because as English majors, they gain more power when they speak English. In conclusion, university teachers in the department of English are encouraged to concern more about English majors’ speaking anxiety and they could figure out solutions with their students together to help English majors speak English with more confidence.
論文目次 CHAPTER ONE INTRODUCTION.................................1
Background...............................................1
Purpose of the Study.....................................2
Statement of the Problems................................2
Research Questions.......................................8
Significance of the Study................................9
CHAPTER TWO REVIEW OF THE LITERATURE
Definition of Anxiety...................................10
Anxieties of Foreign Language Learners..................12
Personal and Interpersonal Anxieties....................12
Learner Beliefs about Language Learning.................13
Instructor Beliefs about Language Teaching..............13
Instructor-Learner Interactions.........................13
Classroom Procedures....................................14
Language Testing........................................14
Measure of Classroom Learning Anxiety...................15
Communication Apprehension............................. 16
Test Anxiety............................................17
Fear of Negative Evaluation.............................17
Oral Communication Strategy Inventory...................19
CHAPTER THREE METHODOLOGY...............................22
Participants............................................22
Instruments.............................................23
Questionnaires..........................................23
Interviews..............................................27
Procedures..............................................27
CHAPTER FOUR RESULTS AND DISCUSSIONS....................31
The Top Three Items Causing Anxiety for English Majors..31
Comparing the Three Categories in the Speaking Anxiety Scale...................................................38
The Top Three Speaking Strategies for English Majors to Use.....................................................39
Comparing the Eight Categories in the Speaking Strategy Scale...................................................44
Students’ Expectations for Teachers....................46
Communication Apprehension..............................46
Interaction between Teachers and Students...............47
Curriculum Design.......................................53
Nationality of Teachers.................................61
Test Anxiety............................................66
Before Test.............................................66
During Test.............................................69
After Test..............................................74
Fear of Negative Evaluation.............................75
Ways of Giving Feedback.................................76
Professors’ Practical Suggestions......................80
CHAPTER FIVE CONCLUSIONS................................83
Conclusions.............................................83
Pedagogical Implications................................85
Limitations of the Study and Recommendations for Further Study...................................................86
REFERENCES..............................................89
Appendix A Questionnaires (English Version).............96
Appendix B Questionnaires (Chinese Version)............105
Appendix C Rank, Percentage, Mean, and SD of Speaking Anxiety Scale..........................................115
Appendix D Rank, Percentage, Mean, and SD of Speaking Strategy Scale.........................................119
Appendix E Interview Questions.........................121

List of Tables
Table 1 Required and Selected Written Courses for English Majors at Tamkang
University, Fall,2012……………………...……………………………….......4
Table 2 Required and Selected Spoken Courses for English Majors at Tamkang
University, Fall, 2012………………………………………………………….6
Table 3 Numbers of Taiwanese Instructors and Instructors from English-Speaking
Countries in the Department of English, Tamkang Univerisity, 2012…………7
Table 4 The Top Three Items Causing Speaking Anxiety for English Majors………..32
Table 5 Rank, Total Number, Mean and SD of Categories in the Speaking Anxiety
Scale………………………………………………………………………….38
Table 6 The Top Three Speaking Strategies for English Majors to Use……………...39
Table 7 Rank, Total Number, Mean and SD of Categories in the Speaking Strategy
Scale………………………………………………………………………….44
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