系統識別號 | U0002-2003201512175500 |
---|---|
DOI | 10.6846/TKU.2015.00553 |
論文名稱(中文) | 台灣英語主修大一與大四生口說焦慮程度之探討 |
論文名稱(英文) | Investigation of English Speaking Anxiety between Freshman and Senior English Majors in Taiwan |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系碩士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 103 |
學期 | 1 |
出版年 | 104 |
研究生(中文) | 鄭伊芳 |
研究生(英文) | I-Fang Cheng |
學號 | 699110622 |
學位類別 | 碩士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2015-01-23 |
論文頁數 | 124頁 |
口試委員 |
指導教授
-
王藹玲
委員 - 林怡弟 委員 - 蔡麗娟 |
關鍵字(中) |
英語口說焦慮 外語口說焦慮量表 英語口說課 英語口說課經驗 英語口說課期盼 |
關鍵字(英) |
English Speaking Anxiety Foreign Language Speaking Anxiety Scale Oral English Class Oral English Class Experiences Oral English Class Expectations |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究目的在於從學生的角度去探討台灣英語主修大一學生與大四學生之間的英語口說焦慮程度以及他們對英語口說課的期盼與看法。本研究以北區一所私立大學的英文系一百八十名剛進大學的大一生與一百五十三名已修習許多英語口說課的大四生為研究對象,利用填寫外語口說焦慮量表(FLASA)評量大一生與大四生英語口說焦慮程度之異同,並從願意接受一對一面試訪談的學生中隨機挑選大一生與大四生各六名學生進行一對一面試訪談,以進一步了解學生的英語口說焦慮。研究結果發現,大一生和大四生同樣對於在課堂中回答時說錯答案以及知道有測驗時感到最為焦慮,此外,大一生對於在全班面前開口說英語時會感到害羞及緊張;而大四生則在老師指定同學回答問題時感到最為焦慮。因此,從大一生的期盼以及大四生的經驗中,他們希望英語口說課為小班制,人數不要太多,課堂活動也能分組或分成小組,並在課堂上能有更多的口說機會,而且上課氣氛是輕鬆不緊張的。另外,也從大四生的經驗中發現許多老師以分組討論、聊天的型式,以及互動問答的課堂活動上英語口說課,而上述三項也最為大四生所愛。最後,研究者對本研究結果提出解釋,並提供對於課堂中降低學生英語口說焦慮的方法。 |
英文摘要 |
The study aims to investigate English speaking anxiety between Taiwanese freshman and senior English majors and their expectations and experiences toward oral English classes from students’ perspectives. A hundred and eighty freshmen, who just enrolled in the university, and a hundred and fifty-three seniors, who had already taken many oral English classes, from a private university in northern Taiwan were the subjects of the study and they were required to fill in questionnaires of Foreign Language Speaking Anxiety Scale (FLSAS) to assess their level of speaking anxiety. Six freshman participants and six senior participants from those who were willing to be interviewed were selected respectively for the further interview. The results indicated that both freshmen and seniors felt anxious when they gave wrong answers answering questions and when they knew there will be tests. Besides, freshmen also felt shy and nervous when they spoke in English in front of the stage, and seniors were anxious when they were called on to answer questions. Therefore, they hoped to have small and collaborative oral English classes. Furthermore, they expected to have more opportunities to practice speaking in English and a relaxing atmosphere in an oral English class. Also, discussing in groups, chatting, and interacting were found as being loved by most of the seniors from their experiences. Further pedagogical implications for reducing in-class English speaking anxiety were discussed at the end of the study. |
第三語言摘要 | |
論文目次 |
TABLE OF CONTENTS ACKNOWLEDGMENTS i CHINESE ABSTRACT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vii CHAPTER ONE INTRODUCTION 1 Motivation and Background 1 Statement of the Problems 4 Purpose of the Study 7 Research Questions 7 Significance of the Study 8 CHAPTER TWO LITERATURE REVIEW 9 Affective Model in Language Learning 9 Anxiety and Language Learning 10 Defining Anxiety 10 Language Anxiety 13 The Facilitating and Debilitating of Anxiety 14 Foreign Language Anxiety 17 Communicative Apprehension 17 Fear of Negative Evaluation 19 Test Anxiety 20 Anxiety and Foreign Language Speaking 21 Studies Relevant to Foreign Language Speaking Anxiety 21 Studies Relevant to Foreign Language Speaking Anxiety in Taiwan 23 Measures of Levels of Oral Anxiety 25 CHAPTER THREE METHODOLOGY 30 Participants 30 Instruments 32 Foreign Language Speaking Anxiety Scale 34 Interview 35 Procedure 36 Part One: Questionnaire 36 Part Two: Interview 38 Data Collection and Data Analysis 38 CHAPTER FOUR RESULTS 40 Foreign Language Speaking Anxiety Scale 40 Freshman English majors 40 Senior English majors 41 Main Analysis 42 Answers to Research Question 1 42 Answers to Research Question 2 55 Answers to Research Question 3 59 CHAPTER FIVE DISCUSSIONS 69 Analysis for Question 1 69 Analysis for Question 2 76 Analysis for Question 3 79 CHAPTER SIX CONCLUSION 86 Conclusions 86 Pedagogical Implications 87 Limitations of the Study and Recommendation for Future Research 90 REFERENCES 92 Appendix 1: Questionnaire for Freshman English Majors (English Version) 101 Appendix 2: Questionnaire for Freshman English Majors (Chinese Version) 106 Appendix 3: Questionnaire for Senior English Majors (English Version) 110 Appendix 4: Questionnaire for Senior English Majors (Chinese Version) 115 Appendix 5: Interview Guidelines 120 Appendix 6: Results of the FLSAS for Freshman English Majors 121 Appendix 7: Results of the FLSAS for Senior English Majors 123 LIST OF TABLES Table 1 Demographics of the participants for the questionnaire 31 Table 2 Required and selected courses for English majors 32 Table 3 Top Three Items Causing Speaking Anxiety for the Freshmen 43 Table 4 Top Three Items Causing Speaking Anxiety for the Seniors 49 |
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