Gender Differences in Anxiety about Language Learning: A Meta-analysis

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基本資料

Project title

Code/計畫編號

MOST103-2410-H019-004

Translated Name/計畫中文名

語言學習焦慮的性別差異之整合分析

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=8350180

Year

2014

Start date/計畫起

01-08-2014

Expected Completion/計畫迄

31-07-2015

Bugetid/研究經費

536千元

ResearchField/研究領域

教育學
語文

八○年代中期以來，外語學習焦慮的研究，可謂成果豐碩。自 Horwitz, Horwitz, and Cope (1986)發表外語焦慮量表後，相關研究發現：焦慮與學習成就大致上呈負向關係。即使在學習情境（如：EFL 和ESL）、文化、目的語、或聽、說、讀、寫等特定能力不同時，此負向關係並未改變。此現象激勵學者尋找外語焦慮的成因。在許多成因中，性別因素特別值得注意，因為性別在外語焦慮中所扮演的角色不易捉摸。有些研究發現：男性的學習者顯著比女性的學習者焦慮；有些則發現：女性的學習者顯著比男性的學習者來得焦慮；更有研究指出：外語焦慮並無性別差異。因此，本研究旨在透過整合分析的方法，有系統的探討性別如何影響外語焦慮。藉由搜尋相關資料庫（如：ERIC, LLBA, PsycINFO, 以及Google Scholar），本研究將涉及的文獻包括（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。探討的問題包括：性別對外語焦慮的影響之平均效果量是多少？到底是男性還是女性的學習者比較焦慮？性別對外語焦慮的影響是否因學習情境、特定語言技能、或目的語而有所不同？本研究的成果不僅有助釐清性別在語言焦慮中的複雜角色，更能提供具體方向，幫助減輕學生的外語焦慮。 Anxiety about learning a foreign or second language has been a fertile area of research since the mid-eighties. After Horwitz, Horwitz, and Cope (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) for specifically measuring L2 anxiety, empirical studies have yielded results that consistently report a negative relationship between language anxiety and achievement. This consistent negative relationship holds true regarding of learning contexts (e.g. EFL vs. ESL), learners’ cultures (e.g., Taiwan vs. Iran), target languages, or skills being learned. This negative relationship has also inspired subsequent studies to search for causes of language anxiety. Gender is one such variable that deserves special attention because of the ambiguous role it plays in language anxiety. Some studies have reported a significant gender effect with males more anxious than females; other studies have found females learners to be significantly more anxious than male learners; and still others have not found such difference. This research project is thus designed to examine the complex role of gender in language anxiety. Specifically, this project will rely on meta-analysis, a method that has become increasingly popular in language research, to provide a systematic synthesis of gender effects on language anxiety. Included in this meta-analysis will be related studies about language anxiety, with each study treated as a unit of analysis. These studies, retrieved through an exhaustive literature research involving various databases (e.g., ERIC, LLBA, PsycINFO, and Google Scholar), 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 include: (a) Is there a significant overall mean effect of gender on language anxiety? (b) Who will be more anxious about language learning, males or females? (c) Will foreign language and second language learning settings make a significant difference in how gender affects language anxiety? (d) Will the language skills being learned (e.g., listening and writing) make a significant difference in gender effects on L2 anxiety? (e) Who will be more anxious about language learning, learners of English or learners of other languages? Expected findings of this project will help understand the complex role of gender in language anxiety, and give directions for intervention programs and scholars dedicated to alleviating students’ anxiety about learning a second or foreign language.

DSpace CRIS

Gender Differences in Anxiety about Language Learning: A Meta-analysis

基本資料

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