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中文論文名稱 台灣英語主修大一與大四生口說焦慮程度之探討
英文論文名稱 Investigation of English Speaking Anxiety between Freshman and Senior English Majors in Taiwan
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 103
學期 1
出版年 104
研究生中文姓名 鄭伊芳
研究生英文姓名 I-Fang Cheng
學號 699110622
學位類別 碩士
語文別 英文
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
中文關鍵字 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 
英文關鍵字 English Speaking Anxiety  Foreign Language Speaking Anxiety Scale  Oral English Class  Oral English Class Experiences  Oral English Class Expectations 
學科別分類 學科別人文學語言文學
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.
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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