本研究以臺灣日文系在學生為對象， 探索日語學習動機的特徵與第二語言焦慮之關係，釐清對學習結果有何影響，其因果關係為何。假設「學習動機與第二語言焦慮間相互影響，且左右其學習結果」，以共分散構造分析後結果發現，「理解享受型動機」越強其學習意願也會隨之提高，成績越好，相對的「外發性焦慮」越高對成績越較有負面影響。「內發性焦慮」同時有促進學習效果與妨害學習效果雙面效應，高就會提高學習動機進而提升成績，同時也提升了「外發性焦慮」，對成績帶來負面影響。

The objects of this study are Japanese Department students in Taiwan. The purposes are to explore the relationship between traits of Japanese learning motivation and second language anxiety, to clarify their influences on results of learning process and the causes and effects. Suppose that motivation and second language anxiety act on each other, and have impacts on learning outcomes. According to the results of covariance structure analysis, with stronger “pro-understanding motivation”, the outcomes are better. On the other side, with higher “extrinsic anxiety” , negative impacts are taking more effects. At times, internal anxiety has double effects on promoting learning outcomes and impairing learning outcomes. Higher “internal anxiety” can enhance learning motivation and thus boost the outcomes, but it also increases “extrinsic anxiety” and has negative impacts on the outcomes.