博碩士論文 etd-0725107-004803 詳細資訊


論文識別碼 etd-0725107-004803
統計 本論文已被瀏覽 2998 次,被下載 5120 次
中文姓名 陳美霖
英文姓名 Mei- Lin Chen
電子信箱 不公開
系所名稱(中) 應用英語學系碩士班
系所名稱(英) Grad--Applied English
學年度 95
學期 2
學位(中) 碩士
學位(英) Master
論文種類 碩士論文
論文語文別 英文
口試日期 2007-06-21
論文名稱(中) 英語為第二外語的大學生之考試焦慮、閱讀焦慮、及閱讀表現的關係
論文名稱(英) Test Anxiety, Reading Anxiety and Reading Performance Among
   University English as Second Language Learners
頁數 85
關鍵字(中)
  • 及閱讀表現
  • 閱讀焦
  • 考試焦
  • 關鍵字(英)
  • test anxiety
  • reading anxiety
  • reading performance
  • 摘要(中)   本研究之目的在了解學生學習第二外語時常伴隨著的考試焦慮感,閱讀焦慮感及閱讀表現之間的關係。
       本研究以81位英語系學生為研究對象。採用變異數分析(One-way ANOVA)與皮爾遜相關分析(Pearson Product-moment correlation analysis)為分析問卷結果的統計方法。研究結果顯示,雖然考試焦慮與閱讀焦慮有相關(r=.455),然而,閱讀表現和考試焦慮(r=.118)及閱讀焦慮皆顯示低度相關(r=.282)。另外,學生考試焦慮程度(高、低)和閱讀表現並無顯著差異(t= -1.221, p>0.05)。同樣地,研究結果也表示學生閱讀焦慮程度(高、低)和閱讀表現並無顯著差異(t= -1.906, p>0.05)。
      根據研究結果,本研究的結論顯示學生的考試焦慮、閱讀焦慮和其閱讀表現之間的關係並不強烈,並且,如以往文獻,呈現不一致的結果。
    摘要(英) Anxiety-provoking threats become higher when students are asked to speak in front of others. More, under the test-oriented educational system, most Taiwanese students may have developed test anxiety in particular when tests were constantly required. In reviewing the contradicting and inconsistent findings on test anxiety and reading anxiety of students’ performance, one can see a lack of relevant evidence to situations encountered by Asian ESL/EFL learners, especially for Taiwanese students. Moreover, because most studies focused on speaking skills, there is still a need to investigate the issue in the field of reading. The purpose of the study was to investigate the relationship between test anxiety and reading anxiety on students’ performance in reading. Three research questions were posed:
    (1) Is there a correlation among cognitive test anxiety, reading anxiety and reading performance of EFL students?
    (2) Do students with high or low level of test anxiety differ in their reading performance?
    (3) Do students with high or low level of reading anxiety differ in their reading performance?
    For the first question, it was found that there was a correlation among test anxiety and reading anxiety (r=.455). However, a low correlation was found between reading performance and test anxiety (r=.118) and reading anxiety (r=.282). In terms of the second question, no significant difference was found between levels of test anxiety and reading performance. (t= -1.221, p>0.05). Similarly, levels of reading anxiety and reading performance did not differ significantly (t= -1.906, p>0.05). Therefore, it was concluded that the relationship of test anxiety and reading anxiety on students’ performance in reading is quite weak, and, again, as the literature suggested, inconsistent.
    論文目次 ACKNOWLEDGEMENTS 3
    ABSTRACT 5
    CHAPTER ONE INTRODUCTION 8
    BACKGROUND AND MOTIVATION OF THE STUDY 8
    STATEMENT OF THE PROBLEM 11
    RESEARCH QUESTIONS 13
    DEFINITION OF KEY TERMS 14
    CHAPTER TWO REVIEW OF THE LITERATURE 15
    CONSTRUCT OF FOREIGN LANGUAGE ANXIETY 16
    a. Communication Apprehension 16
    b. Fear of negative evaluation 17
    c. Test Anxiety 18
    COMPONENTS OF TEST ANXIETY 20
    MODELS OF TEST ANXIETY 21
    a. Interference Model 22
    b. Skill-Deficit Model 23
    READING ANXIETY 33
    SUMMARY 45
    CHAPTER THREE METHOD AND PROCEDURE 47
    PARTICIPANTS 47
    INSTRUMENTS FOR DATA GATHERING 48
    METHOD OF DATA GATHERING 50
    CHAPTER FOUR THE RESULTS 51
    REPORT ON DATA ANALYSIS OF RESEARCH QUESTIONS 52
    SUMMARY OF FINDINGS 56
    CHAPTER FIVE DISCUSSION AND CONCLUSION 57
    SUMMARY 57
    PEDAGOGICAL IMPLICATIONS 60
    LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES 65
    REFERENCES 68
    APPENDIX A. CONSENT FORM 77
    APPENDIX B. THE FLRAS (SAITO, HORWITZ AND GARZA, 1999) 79
    APPENDIX C. THE CTA (CASSADY & JOHNSON, 2002) 80
    APPENDIX D. CHINESE VERSION OF THE FLRAS (SAITO, HORWITZ AND GARZA, 1999) 82
    APPENDIX E. CHINESE VERSION OF THE CTA (CASSADY & JOHNSON, 2002) 83
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