焦慮對英語學習者的聽力表現及策略使用之影響

Abstract

本研究旨在探討外語聽力焦慮對以英語為外語的高中生在聽力測驗中不同問題類型（如全面性與局部性）、文類（如敘述、簡短會話和短文）的表現及其聽力策略使用情形。研究對象為一百三十二位高二學生，根據其在外語聽力焦慮量表及英聽測驗的表分成高／低焦慮與高／低英聽能力等組別後，並進行英聽策略問卷填寫。之後，各組中選出三位（共十二位）受試者進行深度訪談。 研究發現如下： 首先，聽力焦慮與外語聽力表現呈現顯著的負相關，且高焦慮的學生在全面性問題的表現比低焦慮的同儕顯著地差。 其次，雖然低焦慮組在三種文類的表現皆優於高焦慮組，但只在敘述和短文上達到顯著差異。 再者，除認知與情意策略外，其餘的聽力策略類型低焦慮組皆常使用。高焦慮組最常使用的聽力策略則是後設認知、認知與記憶等策略。低焦慮組最常使用的策略則是補償、後設認知與記憶等策略。 最後，本研究發現影響受試者策略使用的最主要因素是他們的英聽能力，其次才是焦慮程度。英聽能力佳的學生比英聽能力差的學生更常使用策略；而在程度相當的組別內，高焦慮學生傾向於比低焦慮者更常使用聽力策略。The present study investigated the effect of listening anxiety on EFL senior high school students’ listening performance on different question types (i.e., global/ local questions), text types (statements, conversations, and short talks), and strategy use. One hundred and thirty-two second-year senior high school students participated in this study. According to their responses to a foreign language listening anxiety scale and a listening test, they were divided into high anxiety, low anxiety, high proficiency, and low proficiency groups, and a questionnaire of listening strategy use was given to explore their listening strategy use. Finally, an interview was conducted to elicit further information from twelve subjects selected from different groups. The major findings of the present study are as follows: First, listening anxiety was negatively correlated with the participants’ listening performance significantly. In addition, the high-anxiety group differed significantly from the low-anxiety group in response to global, not local questions. Second, although the low-anxiety group outperformed the high-anxiety group on each text type, listening anxiety was found only negatively correlated with the subjects’ performance on short talks and statements significantly, but not on conversations. Third, the low-anxiety group was found to use the listening strategy types more frequently than the high-anxiety group, except for cognitive and affective strategies. The high-anxiety group employed metacognitive strategies the most, followed by cognitive and memory strategies, whereas the low-anxiety group used compensation strategies most frequently, followed by metacognitive and memory strategies. Finally, it was found that the subjects’ proficiency level was a major factor affecting their frequency of strategy use, with the anxiety level playing a less dominant role. The successful listeners tended to use more strategies than their counterparts, and within the two proficiency groups, the high-anxiety group tended to adopt more strategies than the low-anxiety group.