外籍助教對英語學習者的學習動機、聽力焦慮與聽力表現之影響

Abstract

本篇研究旨在探討外籍助教(FTAs)對於台灣國中英語學習者學習動機和聽力焦慮之影響，以及在外籍助教的教導下學生從學年初到學年末的聽力表現變化。 受試者為105位來自台灣北部二所國中的七年級國中生。受試者必須在學年初與學年末分別填寫一份相同的問卷(包含動機和聽力焦慮量表)與接受聽力測驗，用以測量學生的學習動機、聽力焦慮和聽力表現。針對受試者所填寫的問卷以及施測的聽力成績，研究者使用成對樣本t檢定檢測受試者在學年初及學年末的學習動機、聽力焦慮和聽力表現概況。此外，透過課室觀察、訪問和談話來提供更多資訊，以深入了解外藉助教如何影響學生的學習動機、聽力焦慮和聽力能力。 本研究之主要發現摘述如下： 1.學生的英語學習動機在學年末相較於學年初有些微的下降，可能的原因有：期末考試壓力、教室座位安排、逐漸習慣外籍助教的教學方法、課堂活動難易度的適切性、外籍助教講話速度太快、對外國人不夠了解、中西方教學風格的文化差異、複雜且多層面的文化學習。 2.男學生比女學生在學年末的動機量表進步比較多的項目，外籍助教的出現可能是提升男學生語言學習動機的一種方式。 3.學生的英語聽力焦慮在學年末相較於學年初下降，可能是在全英語授課下學生較常接觸口語英文、外籍助教提供有意義的溝通環境以及在以視覺化輔助教學。 4.在質性的資料中發現單字是影響學生聽力焦慮的因素。 5.學生的聽力成績在學年初和學年末有大幅進步，可推論在經過一年外籍助教提供大量真實的語言輸入(authentic input)之下而讓學生的聽力有所進展。 最後，根據本研究結果，本研究針對研究理論、教學及未來研究，在探討外籍助教對台灣學生英語學習之影響提供進一步的建議。The purpose of the present study was to investigate the impact of foreign teaching assistants (FTAs) on EFL junior high learners’ language learning. Research questions were posed to explore young learners’ motivation towards English learning and listening anxiety at the initial and end of the school year, and how learners’ English listening performance changes while they are exposed to FTAs. One hundred and five seventh graders in two junior high schools in northern Taiwan participated in this study. Learners’ motivation toward English learning and listening anxiety were investigated in initial and later questionnaires (combining motivation and listening anxiety scales). Their listening performance was evaluated by the first and the second listening tests. The paired-sample t-test was used to analyze the learners’ questionnaires and listening performance at the beginning and end of the school year. In addition, classroom observations, interviews, and informal conversations were employed to gain more specific information toward learners’ English-learning motivation, listening anxiety and the influence of FTAs on learners’ listening abilities. The results can be summarized as follows: First, the learners’ learning motivation slightly decreased from the initial towards the end of the school year. When further analyzing the statements, the findings showed that the pressure of the final exam, the classroom seating arrangement, gradually getting used to FTAs’ teaching methods, the inappropriate level of challenge, FTAs speaking too fast, not being acquainted with foreigners well enough, cultural difference in teaching styles, and encountering much more intricate aspects of culture learning were the possible reasons for the students’ lower learning motivation in general. Second, boys had more improved items in the second motivation scale than girls at the end of the school year, which suggested that the presence of FTAs could be a way of improving male students’ English learning motivation. Third, learners’ reduced listening anxiety after the presence of FTAs for one year might attribute to more exposed to spoken English through English medium instruction. Moreover, FTAs also contribute to creating a meaningful communication environment as well as using visualization in instruction. Fourth, one issue related to vocabulary as a source of listening anxiety was identified in the qualitative data. Finally, long-term exposure to the authentic input of target language provided byFTAs could be the possible reason for learners’ improved listening performance at the end of the school year. In the end of the study, some theoretical and pedagogical implications were provided for the impact of foreign teaching assistants on young EFL learners’ in Taiwan.