探究以英語為外語之大學生其聽力理解焦慮：效應與成因
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2007
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本研究旨在探討以英語為外語的臺灣大學生的外語聽力焦慮，並著重其外語聽力焦慮的效應與成因之探討。此外，個性與語言智能為本研究探討影響英語聽力理解焦慮之兩大因素。
研究對象為國立臺灣師範大學一千四百位大一學生，在進行一項英語聽力理解分班測驗之後，受試者再填答一本研究自製問卷量表，含外語聽力焦慮(高或低聽力焦慮)、個性(內向或外向)與語言智能(高或低語言智能)。依據其各項指標分數分為高/低外語聽力焦慮、內/外向及高/低語言智能共三組。其中，高/低外語聽力焦慮組之受試者，隨機選出二十位(高/低外語聽力焦慮兩組分別十位)進行深度訪談。
本研究主要的發現如下：
首先，外語聽力焦慮對於英語聽力理解表現上有負面的影響。然而，雖然低外語聽力焦慮組在英語理解測驗的表現明顯優於高外語聽力焦慮組的學生，值得注意的是，仍有高外語聽力焦慮的學生有不錯的表現。此外，研究發現個性與語言智能證實是影響外語聽力焦慮的重要因素。外向的學生或是高語言智能的學生通常在從事外語聽力相關活動時，較不易焦慮；而內向的學生或是低語言智能的學生則較易焦慮。研究亦發現受試者之語言智能比其個性更容易影響其外語聽力焦慮。根據訪談結果，受試者指出影響其外語聽力焦慮成因的其他因素與建議解決之道。其中，無論是高或低外語聽力焦慮的學生都提及考試為外語聽力焦慮的重要因素，而多加練習則是最常提及的解決之道。最後，研究亦發現外語聽力焦慮比受試者之個性和語言智能更容易影響其外語聽力表現。
The present study aims to explore Taiwanese EFL college students’ listening comprehension anxiety. Both the effects and factors affecting listening comprehension anxiety were investigated. Specifically, two potential factors, personality and linguistic intelligence were examined to see if they highly correlated with listening comprehension anxiety. A total of 1,400 college freshmen comprised the final subject pool. They were asked to complete a questionnaire targeting on assessing their levels of listening comprehension anxiety, personality (extroversion), and linguistic intelligence right after a school-based listening comprehension placement test. They were further divided into different groups according to their responses to the questionnaire on anxiety, personality, and linguistic intelligence. Furthermore, twenty participants were selected from the anxiety group for a semi-structured interview to gain further information about the participants’ listening comprehension anxiety. The major findings of the present study are as follows: First, the participants’ listening comprehension anxiety was found to be harmful to their listening comprehension performance. The less anxious listeners were found to outperform the more anxious listeners on their listening comprehension performance. However, it was found that some of the anxious listeners still perform quite well. Second, it was found that both the participants’ personality and linguistic intelligence played important roles in influencing their listening comprehension anxiety given that those who were more extroverted or those who had a higher level of linguistic intelligence were less anxious about English listening and vice versa. Moreover, the participants’ linguistic intelligence was found to be a more dominant factor in affecting listening comprehension anxiety than personality. Third, in addition to the participants’ personality and linguistic intelligence, the participants also pointed out several other factors affecting their listening comprehension anxiety and suggested some solutions to it. It was found that testing was the factor most frequently mentioned as a crucial factor and practicing more as the fundamental way of overcoming their anxiety. Finally, the participants’ listening comprehension anxiety was also found to be the most dominant factor affecting their listening comprehension performance compared with their personality and linguistic intelligence.
The present study aims to explore Taiwanese EFL college students’ listening comprehension anxiety. Both the effects and factors affecting listening comprehension anxiety were investigated. Specifically, two potential factors, personality and linguistic intelligence were examined to see if they highly correlated with listening comprehension anxiety. A total of 1,400 college freshmen comprised the final subject pool. They were asked to complete a questionnaire targeting on assessing their levels of listening comprehension anxiety, personality (extroversion), and linguistic intelligence right after a school-based listening comprehension placement test. They were further divided into different groups according to their responses to the questionnaire on anxiety, personality, and linguistic intelligence. Furthermore, twenty participants were selected from the anxiety group for a semi-structured interview to gain further information about the participants’ listening comprehension anxiety. The major findings of the present study are as follows: First, the participants’ listening comprehension anxiety was found to be harmful to their listening comprehension performance. The less anxious listeners were found to outperform the more anxious listeners on their listening comprehension performance. However, it was found that some of the anxious listeners still perform quite well. Second, it was found that both the participants’ personality and linguistic intelligence played important roles in influencing their listening comprehension anxiety given that those who were more extroverted or those who had a higher level of linguistic intelligence were less anxious about English listening and vice versa. Moreover, the participants’ linguistic intelligence was found to be a more dominant factor in affecting listening comprehension anxiety than personality. Third, in addition to the participants’ personality and linguistic intelligence, the participants also pointed out several other factors affecting their listening comprehension anxiety and suggested some solutions to it. It was found that testing was the factor most frequently mentioned as a crucial factor and practicing more as the fundamental way of overcoming their anxiety. Finally, the participants’ listening comprehension anxiety was also found to be the most dominant factor affecting their listening comprehension performance compared with their personality and linguistic intelligence.
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聽力理解焦慮, 個性, 語言智能, listening comprehension anxiety, personality, linguistic intelligence