外師與中師的協同教學對學生口說焦慮之影響：以台灣學童為例

Abstract

從二十一世紀開始，台灣愈來愈多學校開始實行中師與外師合作的協同教學。也有愈來愈多的研究開始探討如何讓這樣的教學實行得更好，但卻少有研究探討協同教學中學生語言焦慮這一塊。焦慮是會阻礙學生學習成效及老師的教學品質，在協同教學中是一個相當重要不可以被忽視的因子。 本研究主要是要探討外師在台灣協同教學中對學生的語言焦慮有什麼影響。主要探討兩個研究問題:學生跟老師對學生在協同教學中語言焦慮這一塊的看法及感覺，以及學生語言焦慮跟他們口語表達的關係。 本研究總共有六十八位外師、一百四十位中師和四千九百七十位學生參與並完成改良版的外語焦慮問卷。有推行協同教學的兩間台灣北部的學校是本研究主要做課室觀察以及口語測驗的地點。資料經由混合研究得出，主要利用量化研究佐以質性研究來輔助。 根據問卷、口語測驗、課室觀察、訪談、筆記的資料得出外師的影響有兩大方面。創造更多機會讓同學可以用英文溝通以及外師持續鼓勵性語言及回饋降低了學生口說方面的語言焦慮。另外外師對學生口說能力也有正向的影響，學生口說在流暢度及準確度上都有明顯進步。但外師還是有其限制的地方，在學生一般的語言焦慮上，外師似乎還需要努力加強。 本研究希望藉由檢視學生及老師在協同教學中語言焦慮看法來提升大家對語言焦慮重要性的覺察，並進而可以讓台灣的協同教學可以更好。Since the beginning of 21 century, more and more schools in Taiwan have implemented co-teaching classroom, having both native English-speaking teachers (ETAs) and non-native English-speaking teachers cooperate together. More research have delved into how to make this cooperation better but few investigated students’ language anxiety, which is an important variable that could impede students’ learning outcome and teaching effectiveness. This study intends to explore the impact of English teacher assistants on their learners’ foreign language anxiety in the co-teaching classroom in Taiwan. Two research questions were addressed at the students’ and teachers’ perceptions of students’ language learning anxiety and the relationship between students’ learning anxiety and their speaking performance. To answer the research question, 68 ETAs, 140 LETs and 4970 learners in Taiwan completed the adapted FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires. Two schools in the northern area of Taiwan was selected as the observation sites and selected students took oral pre and posttest to investigate the relationship between language anxiety and speaking performance. Data were collected through a mixed method, using mainly quantitative approach with qualitative approach complementing it. Based on the data of the adapted questionnaire, oral performance, classroom observation, interviews and field notes, results revealed that ETAs’ impact was shown in two aspects. Creating more opportunities to communicate in English and ETAs’ encouraging feedback led to the reduction of learners’ speaking anxiety. Also, ETAs had positive influence on students’ speaking performance, improving both their fluency and accuracy. However, there were still some areas that needed more attention such as general anxiety, which did not have lots of reduction in this study. By examining learners’ and teachers’ perceptions toward language anxiety in the co-teaching classroom, this study hopes to raise the awareness of the importance of language anxiety in co-teaching classroom and further facilitate co-teaching program in Taiwan.