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題名 | A Comparative Study of English learning Anxiety on the Students of National Taipei College of Business=國立臺北商專學生英語學習焦慮之比較研究 |
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作 者 | 黃崇術; | 書刊名 | 國立臺北商專學報 |
卷期 | 46 1996.06[民85.06] |
頁次 | 頁39-123 |
分類號 | 525.48051 |
關鍵詞 | 英語學習焦慮; 語言學習焦慮; Language learning anxiety; English learning anxiety; |
語文 | 英文(English) |
中文摘要 | 本研究旨在探討高焦慮學生與低焦慮學生在英語學習焦慮上之基本差異,俾便採 取改進措施以發展出有效的教、學策略與技巧,以期降低其焦慮。 為及早發現造成學生英語學習焦慮之因素以做為改進教學之依據,本研究以國立臺北商專所 有一年級新生為對象, 採用英語學習焦慮量表( The Revised Foreign Language Classroom Scale )以及研究者自製問卷為研究工具。 其結果由 SAS 軟體計算,t-test, Chi-square test,以及 ANOVA method 分析。 本研究擬探討英語學習焦慮高的學生與英語學習焦慮低的學生是否在 1.五專入學考的英文成績上有顯著差異? 2.學習背景上有顯著差異? 3.學習動機上有顯著差異? 4.信念暨態度上有顯著差異? 5.課堂上的反應上有顯著差異? 6.學習過程中所遭遇之困難上有顯著差異? 7.學習情境中所憂慮之問題上有顯著差異? 8.學習技巧上有顯著差異? 9.對老師的特性及行為表現的觀感上有顯著的差異? 針對上述問題之重要發現,研究者一一提出相關建議,以供教、學改進之參考。 |
英文摘要 | The research attempted to investigate the different sources of English learning anxiety between high-anxiety and low-anxiety students so as to develop effective teaching and learning strategies and techniques aimed at reducing their anxiety. The purpose of this research is to explore student English learning anxiety from their first entry into college. In order to imporve teaching and learning accordingly, the subjects involved in this study were all freshman students at National Taipei College of Business. The research instruments employed were the Revised Foreign Language Classroom Scale and the questionnaire designed by the researcher. The results were analyzed by t-test, Chi-square test, and ANOVA method, and computed by SAS software. This exploratory research attempted to find out: 1. Will there be any significant difference in their English scores in the Five-year Junior College Entrance Examination between high-anxiety and low-anxiety students? 2. Will there be any significant difference in their English learning backgrounds between high-anxiety and low-anxiety students? 3. Will there be any significant difference in their motivations of studying English between high-anxiety and low-anxiety students? 4. Will there be any significant difference in their beliefs and attitudes between high-anxiety and low-anxiety students? 5. Will there be any significant difference in their reactions in class between high-anxiety and low-anxiety students? 6. Will there be any significant difference in their difficulties encountered in the process of learning English between high-anxiety and low-anxiety students? 7. Will there be any significant difference in their worries in the situation of learning English between high-anxiety and low-anxiety students? 8. Will there be any significant difference in their learning techniques between high-anxiety and low-anxiety students? 9. Will there be any significant difference in their opinions toward their teachers' characteristics and performance between high-anxiety and lowanxiety students? Based on the findings of the above questions, relevant recommendations were proposed and topics for future research were suggested. |
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