林美好老師的歷程檔案

論文名稱	教師行為、教學活動與專科學生英語學習焦慮之相關性The Relationship between the Anxiety of Students’ Learning Foreign Language and Doing In-Class Activities
發表日期	2012-06-13
附件	09-林美好-教師行為、教學活動與專科學生英語學習焦慮之相關性.doc

[摘要] :
本研究的目的在探討五專學生的英語學習與課堂活動間的關係，以及探討教師的教學特質是否影響學生學習外語的動機或引起學習焦慮的情緒。並且，對於降低學生外語學習焦慮，提出一些建議，希望能對英語教師有些許助益。
藉由課堂活動間對三百位專科學校學生進行英文學習焦慮問卷調查。所收集的問卷經由軟體SPSS12.0 進行資料分析處理。 研究結果如下：(1) 必須具有口語表達性質的課堂活動最容易增加學生的學習焦慮。 (2) 老師的人格特質若是態度友善親切、個性幽默風趣，有耐心等，能降低學生的外語學習焦慮；反之，(3)老師的人格特質是態度冷漠，個性嚴厲、會讓學生的外語學習焦慮不斷增加。(4) 課堂活動像分組討論、角色扮演、歌謠教唱、影片欣賞等，能幫助學生減緩外語學習焦慮，並且提高學生的學習興趣。最後則是，老師本身應該自我調整個人的態度與個性，讓自己與學生之間有良好的互動關係，以達到教與學的真正含義。

[英文摘要] :
The purpose of this study was to discuss the relationship between the anxiety of students learning foreign language and doing in-class activities. At the same time, the study also tried to explore what kinds of instructors’ characteristics would increase or decrease students’ learning anxiety. In this study, the researcher looked for finding out useful supplementary to improve the learning atmosphere for teachers and students.
The researcher of this study applied the questionnaire of Anxiety toward In-Class Activities Questionnaire (ATIAQ) to 300 EFL students at a college in Yi-Lan 2009. The data were computed by SPSS (Statistical Package for the Social Science) 12.0 program. The findings of this study were illustrated by a descriptive statistics (i.e., means, standard deviations, frequencies, and percentages).
The results of this study indicated that oral-oriented in-class activities caused the most foreign language anxiety for students. Instructors who had some characteristics like friendly, relaxed, patient, kind and humorous could help students reduce their language anxiety moderately; on the contrary, instructors with strict, cool, indifferent personalities and try to terrorize, fail then shame students would increase learning language anxiety. Some group-exposed activities like role-playing, singing a song, discussing in group, making a conversation with classmates, etc. could reduce learning language anxiety. Also, instructors should adjust themselves to help learners not only to reduce the anxiety but also improve the motivations and capabilities of learning foreign language.

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