Relationship between Anxiety and Language Achievement: A Meta-analysis

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簡歷

基本資料

Project title

Code/計畫編號

MOST104-2410-H019-016

Translated Name/計畫中文名

學習焦慮與語言成就關係之整合分析

Project Coordinator/計畫主持人

Tsung-Yuan Hsiao

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=11578644

Year

2015

Start date/計畫起

01-08-2015

Expected Completion/計畫迄

31-07-2016

Bugetid/研究經費

412千元

ResearchField/研究領域

教育學
語文

最近三十年的語言學習焦慮研究，一致指出焦慮與語言成就的負向關係。但是，學者針對可能影響此負向關係的機制或變因卻少有著墨。這個機制可能和學生正在學的語言有關，也可能和學習情境（如：外語或第二語言）以及聽說讀寫有關。有系統的對相關文獻進行整合和分析將有助彌補這個缺口。整合分析方法最近愈來愈受到重視，運用整合分析的研究最近也經常發表於重要的語言教學學術期刊。因此，本整合分析研究希望能針對焦慮與語言成就的負向關係提出適當的解釋。藉由搜尋相關資料庫（如：ERIC, LLBA, PsycINFO, 以及Google Scholar），本研究的文獻將包括（但不限於）期刊論文、學術專書、碩、博士學位論文、學術會議或研討會論文、以及研究報告等。探討的問題主要針對四項議題設計：外語焦慮和成就的整體關係、不同目的語的影響、學習情境的因素、以及語言技能的影響。針對這四項議題，本研究提出四個主要的假設供檢測。本研究的成果將提供外語焦慮研究整體的輪廓，並對教學和後續研究提出具體建議和方向。 In the past three decades, research about language anxiety has reported a consistent, negative effect of anxiety on language achievement. However, little is known or investigated about the mechanism that moderates this negative relationship. How language anxiety relates to achievement may be moderated by target languages being learned, learning contexts (e.g., foreign language vs. second language), and language skills (e.g., listening and speaking). A systematic review of the literature will thus help bridge this long neglected gap. Meta-analysis as a method has recently gained its momentum, and studies applying this method have regularly appeared in major journals for language learning and teaching. This meta-analytic study is thus proposed that would produce results explaining the relationship between language anxiety and achievement. The studies to be included will be retrieved through an extensive literature research involving various databases (e.g., ERIC, LLBA, PsycINFO, and Google Scholar), and will include but are not limited to: Articles in scholarly journals, scholarly books, MA theses and PhD dissertations, conference proceedings, and unpublished research reports. Specific questions to be addressed are: (a) The overall relationship between language anxiety and achievement, (b) anxiety arising from different languages, (c) anxiety from different learning contexts, and (d) the impact of language skills. For the four questions, four major hypotheses are proposed. Completion of this meta-analytic study should be able to provide an overall picture for directing future research and providing pedagogical implications.

DSpace CRIS

Relationship between Anxiety and Language Achievement: A Meta-analysis

基本資料

Description