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題名：台灣英語系學生之英語能力與英語焦慮和就業焦慮之相關性研究
作者：陳建智
作者(外文)：CHEN, CHIEN-CHIH
校院名稱：國立高雄師範大學
系所名稱：英語學系
指導教授：張玉玲
學位類別：博士
出版日期：2020
主題關鍵詞：英語能力；英語焦慮；就業焦慮；台灣；English Language Proficiency；English Language Anxiety；Career Anxiety；Taiwan
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本研究旨在探查台灣英語系學生之英語能力與英語焦慮和就業焦慮之相關性，並聚焦於英語高成就者及低成就者之英語聽、說、讀、寫焦慮與就業焦慮比較。此研究首先招募台灣四所大學318位英語主修學生，依其英語程度，將歐洲共同語文參考標準 (CEFR) A2或以下等級者歸類低成就者，將B2或以上等級者歸類高成就者，再以六十七位高成就者及九十六位低成就者作為本研究實驗對象。研究對象被要求填寫一份自陳式問卷，含四個分量表用以量測其英語聽、說、讀、寫焦慮，及一個分量表用以量測其就業焦慮。此外，擇選十七位高成就者及十五位低成就者進行有關英語聽、說、讀、寫焦慮與就業焦慮原因訪談。最後，將問卷所得數據做量化分析，訪談所得資料做質性分析。根據數據、資料分析，本研究主要發現摘要如下：
一、由其較高之平均數推知，低成就者較高成就者呈現更高的英語聽力焦慮。兩者具有11項顯著差異。例如：與高成就者相比，低成就者在聽英語時，較無法猜出未聽清楚部分之意涵、透過逐字翻譯來理解內容、擔心英語講的速度太快。
二、由其較高之平均數推知，低成就者較高成就者呈現更高的英語口說焦慮。兩者具有11項顯著差異。例如：與高成就者相比，低成就者較易於上台講英語時感到害羞、對自己發音有負面評價、不願運用溝通策略解決其溝通困難。
三、由其較高之平均數推知，低成就者較高成就者呈現更高的英語閱讀焦慮。兩者具有9項顯著差異。例如：與高成就者相比，低成就者較擔憂其閱讀成果、害怕看到英文、當閱讀不熟悉的英文題材時感到緊張。
四、由其較高之平均數推知，低成就者較高成就者呈現更高的英語寫作焦慮。兩者具有11項顯著差異。例如：與高成就者相比，低成就者在時間限制下寫英文作文時，較易感到很慌張、易有逃避寫英文作文傾向、擔心其英文作文被選為在課堂上討論的樣本。
五、由其較高之平均數推知，低成就者較高成就者呈現更高的就業焦慮。兩者具有9項顯著差異。例如：與高成就者相比，低成就者較沒有自信能找到英語相關的工作、擔心其英語能力不足以勝任英語相關工作、擔心從事英語相關工作不符合人生目標。
六、英語聽、說、讀、寫焦慮、就業焦慮及英語能力皆互有顯著相關。其中，英語聽、說、讀、寫焦慮彼此間及與就業焦慮呈現正相關，而英語聽、說、讀、寫焦慮及就業焦慮與英語能力呈現負相關。
本研究總結其結果及發現，針對英語焦慮和就業焦慮，提供教師、學生與職業諮商者建議。對教師而言，他們能夠注意到，相較於語言程度較高學生，語言程度較低學生在處理其語言焦慮上需要更多的關注及協助。他們也能警示學生語言焦慮可能導致的負面影響，並鼓勵學生運用一些適合自己的策略來處理它。對學生而言，他們能針對學習採取更正面的態度，對於自己及學習有更高的自我評價與信心。他們也能夠減緩因焦慮所造成在學習及使用目標語的認知紊亂。對職業諮商者而言，他們可以了解到有些就業焦慮是普遍性的，但有些具職業特殊性。而且，他們能夠注意職業特殊性的就業焦慮，設計不同焦慮量表來量測，並運用不同方式處理此類焦慮。
This study investigates the correlations among English language proficiency, English language anxiety, and career anxiety for EFL major students at four universities in Taiwan. In this study lay foci upon the comparison and contrast of four English language skill anxieties and career anxiety between the high English achievers (HEA) and the low English achievers (LEA).
To conduct this study, 318 English major students from four universities in Taiwan were recruited. According to their English proficiency levels, those at CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment) A2 level or below were recognized as LEA while those at CEFR B2 or above, HEA. There were totally 67 HEA and 96 LEA selected as the final subjects for this study. The subjects were asked to answer a self-reported questionnaire with four subscales measuring English listening, speaking, reading, and writing anxieties respectively and one subscale measuring career anxiety. Moreover, 17 HEA and 15 LEA from the four universities were selected and interviewed in order to gain the qualitative responses to the causes of the four English language skill anxieties and career anxiety. After that, the data collected from the questionnaires were quantitatively analyzed and those from the interviews were qualitatively analyzed.
On the basis of the data analyses, the major findings of the present study are illustrated as follows:
1.The higher mean scores of the LEA responses prove that the LEA experienced higher English listening anxiety than the HEA. Besides, there are 11 significant differences in the LEA and the HEA responses to English listening anxiety. To be specific, compared with the HEA, the LEA were more prone to being unable to guess about the missing parts, utilizing word-by-word translation method for listening comprehension, and worrying about fast speaking pace while listening in English.
2.The higher mean scores of the LEA responses show that the LEA had higher English speaking anxiety than the HEA. Besides, there are 11 significant differences in the LEA and the HEA responses to English speaking anxiety. To be specific, compared with the HEA, the LEA were more inclined to be shy while speaking publicly on the stage, have bad self-evaluation for their pronunciation, and be not willing to devote themselves to coping with communicative difficulty by utilizing communicative strategies.
3.The higher mean scores of the LEA responses indicate that the LEA showed higher English reading anxiety than the HEA. Besides, there are nine significant differences in the LEA and the HEA responses to English reading anxiety. To be specific, compared with the HEA, the LEA had more worry about the reading effect, felt more intimidated whenever seeing English script, and got more nervous if the topic of the text they read was unfamiliar to them.
4.The higher mean scores of the LEA responses present that the LEA suffered from higher English writing anxiety than the HEA. In addition, there are 11 significant differences in the LEA and the HEA responses to English writing anxiety. To be specific, compared with the HEA, the LEA got more panicked by writing compositions under time constraint, were more apt to avoid writing English compositions, and were more afraid of their compositions being chosen as samples for discussion.
5.The higher mean scores of the LEA responses implicate that the LEA felt higher EFL career anxiety than the HEA. Besides, there are nine significant differences in the LEA and the HEA responses to EFL career anxiety. To be specific, compared with the HEA, the LEA were less confident of finding an English-related job, were more worried about the insufficiency of their English proficiency for their future career, and felt more worried that having an English-related job could not help them to achieve their life goals.
6.English listening anxiety, English speaking anxiety, English reading anxiety, English writing anxiety, EFL career anxiety, and English proficiency are significantly correlated with one another. Totally, 15 significant correlations are recognized. To be specific, four English language skill anxieties are positively correlated with one another and with career anxiety. Besides, four English language skill anxieties and career anxiety are negatively correlated with English proficiency.
This study concludes with pedagogical implications for EFL teachers, students, and career counselors. For EFL teachers, they may notice that students with lower language proficiency need more attention and assistance in coping with their language anxiety, compared with those with higher proficiency. They may also warn students the possible negative impacts of language anxiety and encourage them to utilize some strategies suitable for them in order to cope with it. For EFL students, they may adopt more positive attitude toward their learning, get higher self-esteem and confidence about themselves and their learning than before. They may also lessen their cognitive chaos in their learning as well as their using of the target language, which are caused by their anxiety. For career counselors, they may realize that some career anxiety is general to all their clients, but some is profession-specific.  They may also be aware of profession-specific career anxiety, design different scales to assess it, and administer different treatments for it.
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