臺灣博碩士論文加值系統

本研究主要目的是在探討台灣高職非英語主修學生在英語閱讀焦慮與英語閱讀理解能力之間的相關研究。本研究採問卷調查，以隨機抽樣方式，隨機抽取277位來自11個非英語主修科系的台中縣私立高職三年級學生為研究樣本，以「英語閱讀焦慮量表」、「英語學習動機量表」、「全民英檢英語閱讀理解能力測驗」與「個人背景資料問卷」為研究工具。藉由t考驗、皮爾森積差相關、逐步迴歸與單因子變異數分析，以軟體SPSS 13.0版本分析各項假設。研究的主要結果發現：一、英語閱讀焦慮與英語閱讀理解能力呈現顯著性的負相關。二、英語閱讀焦慮與部分英語學習動機的向度呈現負相關。三、英語閱讀理解能力與英語學習動機呈現明顯的正相關。四、英語閱讀焦慮與參加全民英檢的經驗有部分呈現相關，即參加過全民英檢的學生在部份英語閱讀焦慮上呈現比較低的程度。五、不同科系的學生在英語閱讀焦慮上有不同程度的呈現。六、女學生及有全民英檢參加經驗的學生，在英語閱讀能力上有較好的表現。基於英語閱讀能力測驗在台灣目前入學考試英文科中佔有頗高比例的分數，本研究結果建議教師應正視焦慮對學生學習的影響，在進行英語閱讀教學時，應盡可能提升學生的英語學習動機，並瞭解學生的英語閱讀焦慮，以達到最大的教學成效。

The main purpose of this study was to investigate the relationship between English reading anxiety and English reading comprehension among EFL non-English majors in a vocational high school in central Taiwan. The participants of the questionnaires consisted of 277 EFL non-English major third-grade students recruited from 11 non-English major departments in a vocational high school in Taichung County. Participants were required to complete Foreign Language Reading Anxiety Scale, Foreign Language Learning Motivation Scale, Background questionnaire and English reading comprehension test of General English Proficiency Test (GEPT). The Statistical Package for Social Science (SPSS) version 13.0 for Windows was administered to compute the data. Pearson product-moment correlation and Stepwise Regression were used to discover the correlations between English reading anxiety, English reading comprehension and English learning motivation. One-way ANOVA and t-test were applied to distinguish differences between English reading anxiety and English reading comprehension among participants with different background variables. Descriptive statistics was used to describe the results. The major findings of the study were as follows. First, there was a significant negative correlation between English reading anxiety and English reading comprehension. Second, there was a significant negative correlation between English reading anxiety and English learning motivation. Third, there was a significant positive correlation between English reading comprehension and English learning motivation. Fourth, there was a significant correlation between English reading anxiety and experience of taking GEPT. Besides, participants from different departments showed different level on English reading anxiety. Finally, female participants and those who had the experience of taking GEPT had higher English reading comprehension proficiency.
Owing to the score of English reading comprehension takes high percentage of English test on entrance examinations in Taiwan nowadays, there were implications that we could draw from this study. First of all, instructors should take the impact of learning anxiety of the students into account while giving lessons. Moreover, instructors should try to increase their students’ English learning motivation and help students to gain more of self confidence in English reading so to avoid students’ English reading anxiety and this would be considered as one of the greatest teaching achievements of every instructors involved with teaching English to EFL non-English majors.

TABLE OF CONTENTS
ABSTRACT………………………………………………………………………ii
ACKNOWLEDGEMENTS………………………………………………………iv
TABLE OF CONTENTS…………………………………………………………vi
LIST OF TABLES…………………………………………………………………x
LIST OF FIGURES ………………………………………………………………xii
CHAPTER ONE INTRODUCTION
Background…………………………………………………………………………1
Purposes of the Study ………………………………………………………3
Theoretical Perspective ……………………………………………………3
Research Questions…………………………………………………………4
Definitions of Terms…………………………………………………………5
Non-English Majors…………………………………………………5
Reading Anxiety ……………………………………………………5
Significance of the Study ……………………………………………………6
CHAPTER TWO LITERATURE REVIEW
Affective Variables in Language Learning…………………………………7
Anxiety in Foreign Language Learning……………………………………8
Types of Anxiety……………………………………………………………9
State-Trait Anxiety …………………………………………………10
Situation Anxiety ……………………………………………………11
Facilitating and Debilitating Anxiety ………………………………11
Reading Anxiety in Foreign Language Learning……………………………11
Summary ……………………………………………………………15
Motivation in Foreign Language Learning …………………………………16
Definition of Learning Motivation …………………………………17
Roles of Learning Motivation………………………………………18
Types of Learning Motivation………………………………………19
Foreign Language Reading Comprehension…………………………………22
CHAPTER THREE METHODOLOGY
Research Hypotheses ………………………………………………………27
Research Design ……………………………………………………………29
Participants…………………………………………………………………29
Instruments …………………………………………………………………31
Foreign Language Reading Anxiety Scale (FLRAS)………………31
Foreign Language Learning Motivation Scale (FLLMS)……………32
Background Questionnaire …………………………………………32
Reading Comprehension Test of GEPT………………………………33
Procedures of the Study ……………………………………………………33
Pilot Study ……………………………………………………………………35
Data Collection Procedures……………………………………………………36
Data Analysis …………………………………………………………………38
CHAPTER FOUR RESULTS
Descriptive Statistics of the Participants………………………………………39
Foreign Language Reading Anxiety Scale……………………………………44
Foreign Language Learning Motivation Scale…………………………………49
Correlation among English Reading Anxiety, English Reading
Comprehension, and English Learning Motivation ……………………………55
Relationship between English Reading Anxiety and English
Reading Comprehension ………………………………………………56
Relationship between English Reading Anxiety and English
Learning Motivation ……………………………………………………57
Relationship between English Learning Motivation and English
Reading Comprehension………………………………………………58
Differences in English Reading Anxiety among Participants with Different
Background Variables…………………………………………………………60
Differences in English Reading Anxiety among Participants with
Different Genders ………………………………………………………60
Differences in English Reading Anxiety among Participants with
Different Majors…………………………………………………………62
Differences in English Reading Anxiety among Participants with
Different Length of Time Having Learned English ……………………66
Differences in English Reading Anxiety among Participants with
Different Experience of Taking GEPT …………………………………68
Differences in English Reading Comprehension among Participants
with Different Background Variables …………………………………70
Differences in English Reading Comprehension among Participants
with Different Genders …………………………………………………70
Differences in English Reading Comprehension among Participants
with Different Majors……………………………………………………71
Differences in English Reading Comprehension among Participant with
Different Length of Time Having Learned English ……………………74
Differences in English Reading Comprehension among Participants
with Different Experience of Taking GEPT ……………………………75
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS
Major Findings and Discussions…………………………………………………77
Discussion and General Findings for Question 1 ………………………78
Discussion and General Findings for Question 2 ………………………79
Discussion and General Findings for Question 3 ………………………81
Discussion and General Findings for Question 4 ………………………81
Discussion and General Findings for Question 5 ………………………83
Conclusions………………………………………………………………………85
Pedagogical Implications ………………………………………………………86
Limitations and Suggestions of the Study ………………………………………87
REFERENCES …………………………………………………………………………89
APPENDICES
Appendix A: Inform Consent Document (Chinese Version) ……………………98
Appendix B: Questionnaires in Pilot Study (Chinese Version) …………………99
Appendix C: English Reading Comprehension Test ……………………………105
Appendix D: Questionnaires in Formal Study (Chinese Version) ………………114
Appendix E: Inform Consent Document (English Version) ……………………120
Appendix F: Questionnaires in Formal Study (English Version) ………………121


LIST OF TABLES
Table 2.1 Previous Researches on Foreign Language Reading Anxiety ………………15
Table 3.1 Reliability Analysis of Internal Consistence for Questionnaires ……………36
Table 4.1 Descriptive Statistics of the Participants for Different Majors ……………41
Table 4.2 Descriptive Statistics of the Participants for Different Genders ……………41
Table 4.3 Descriptive Statistics for Participants with Different Length of Time
Having Learned English ……………………………………………………41
Table 4.4 Descriptive Statistics of the Participants for Experience of Taking GEPT ………………………………………………………………………42
Table 4.5 Descriptive Statistics of the Participants for Different Time of Taking GEPT ………………………………………………………………………43
Table 4.6 Descriptive Statistics of the Participants for Passing Rate of GEPT ………43
Table 4.7 Reliability Analysis of Internal Consistence for Formal Questionnaires …44
Table 4.8 Descriptive Statistics on FLRAS Scores …………………………………45
Table 4.9 Summary of the Findings from the FLRAS ………………………………45
Table 4.10 Descriptive Statistics for Orientations on FLLMS Scores ………………50
Table 4.11 Summary of the Findings from the FLLMS………………………………50
Table 4.12 Correlations between FLRAS Scores and English Reading
Comprehension Scores…………………………………………………56
Table 4.13 Correlations between Scores of FLRAS and FLLMS ……………………57
Table 4.14 Correlations between Scores of FLLMS and English Reading Comprehension ………………………………………………………59
Table 4.15 Descriptive Statistics on English Reading Anxiety Scores of Different Genders ………………………………………………………………61
Table 4.16 Descriptive Statistics on FLRAS Scores of Different Majors: ANOVA Table …………………………………………………………………62
Table 4.17 Descriptive Statistics on Items 3 of FLRAS of Different Majors: ANOVA Table …………………………………………………………………64
Table 4.18 Descriptive Statistics on Item 6 of FLRAS of Different Majors: ANOVA Table …………………………………………………………………65
Table 4.19 Descriptive Statistics on English Reading Anxiety Scores of Different
Length of Time Having Learned English……………………………67
Table 4.20 Descriptive Statistics on English Reading Anxiety Scores of Different
Experience of Taking GEPT …………………………………………69
Table 4.21 Descriptive Statistics on English Reading Comprehension Scores of
Different Genders ……………………………………………………71
Table 4.22 Descriptive Statistics on English Reading Comprehension Scores of
Different Majors: ANOVA Table ……………………………………73
Table 4.23 Descriptive Statistics on English Reading Comprehension Scores of
Different Length of Time Having Learned English …………………74
Table 4.24 Descriptive Statistics on English Reading Comprehension Scores of
Different Experience of Taking GEPT ………………………………76



LIST OF FIGURES
Figure 3.1 The Conceptual Framework of the Research…………………………26
Figure 3.2 Flow Chart of the Study Procedures…………………………………34

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