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1、 朝陽科技大學應用外語系 Department of Applied Foreign Languages Chaoyang University of Technology 碩士論文 Thesis for the Degree of Master of Arts 台灣非英語主修大一學生英語學習動機與口語焦慮之相關研究 The Relationship between Learning Motivation and Speaking Anxiety among EFL Non-English Major Freshmen in Taiwan 指導教授：徐碧霙 博士 (Dr. Pi-ying Hs
2、u) 研究生：黃惠旼 (Hui-wen Huang) 中華民國九十四年六月三十日 June 30, 2005 ii The Relationship between Learning Motivation and Speaking Anxiety among EFL non-English Major Freshmen in Taiwan Hui-wen Huang, M.A. Chaoyang University of Technology Advisor: Dr. Pi-ying Hsu ABSTRACT This study investigated the relationship
3、between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. A total of 502 students, through randomly stratified sampling, participated in the study in the fall semester, 2004. Foreign Language Speaking Anxiety Scale (adapted from Young, 1990), Foreign Language L
4、earning Motivation Scale, and a background questionnaire were utilized to collect the data. The SPSS version 10.0 for Windows was administered to compute the collected data. Descriptive statistics, t test, Pearson product-moment correlation, one-way ANOVA, and stepwise multiple regression were used
5、to analyze the data at p .05) among different academic majors. In other words, non-English major freshmen in different academic major divisions did not differ significantly on the FLLMS. Hence, hypothesis 1.1, indicating that there are significant differences in foreign language learning motivation
6、among non-English major freshmen in different academic major divisions, was rejected. Table 4.5 Comparison of Means (M) and Standard Deviations (SD) for Non-English Major Freshmen in Different Academic Major Divisions on the FLLMS Scores (N = 502) College 1 (n = 181) College 2 (n = 121) College 3 (n
7、 = 53) College 4 (n = 55) College 5 (n = 92) Measure M SD M SD M SD M SD M SD F value Pa FLLMS 112.98 12.51 112.93 17.07 110.98 11.86 111.49 13.79 110.62 10.76 .695 .596 Note. The means difference is significant at the .05 level. College 1 = college of management; College 2 = college of science and
8、engineering; College 3 = college of design; College 4 = college of information; College 5 = college of humanities and social science. aP = Probability The difference analyses of foreign language learning motivation among non-English major freshmen of different genders T test by different genders Tab
9、le 4.6 presents the means (M) and standard deviations (SD) of the participants of different genders on the FLLMS total scores. The t test indicated that there were no significant 55 differences at p .05). In other words, the results from non-English major freshmen of different genders by t test yiel
10、ded that there were no significant differences in genders on the FLLMS. In addition, from means scores, females were likely to have higher learning motivation on EFL learning than males (112.96 110.53). Hence, hypothesis 1.2, indicating that there is a significant difference in foreign language lear
11、ning motivation among non-English major freshmen of different genders, was rejected. Table 4.6 Comparison of Means and Standard Deviations for Different Genders on the FLLMS Scores (N = 502) Male (n = 165) Female (n = 337) Measure M SD M SD T value Pa FLLMS 110.53 16.08 112.96 12.04 -1.722 .086 Note
12、. The means difference is significant at the .05 level. aP = Probability The difference analyses of foreign language learning motivation among non-English major freshmen of different ages T test by different ages Four hundred eighty-nine (489) participants were between the ages of 1820 in this study
13、. In contrast, 12 participants were between 2123, whereas only 1 participant was over 24. Hence, the researcher decided that the original three categories of age (1820, 2123, over 24) were recoded into “1820” and “over 21.” This recoding was helpful in eliminating small cells in the analysis. Table
14、4.7 presents the means and standard deviations of the participants of different ages on the FLLMS total scores. The t test indicated that there were no significant differences at p .05). In other words, non-English major freshmen of different ages did not differ significantly on the FLLMS. Hence, hy
15、pothesis 1.3, indicating that there are significant differences in foreign language learning motivation among non-English major 56 freshmen of different ages, was rejected. Table 4.7 Comparison of Means (M) and Standard Deviations (SD) for Different Ages on the FLLMS Scores (N = 502) Age 1820 (n = 4
16、89) Over 21 (n = 13) Measure M SD M SD T value P FLLMS 112.19 13.23 111.23 22.88 .251 .802 Note. The means difference is significant at the .05 level. ANOVA by different experiences of traveling abroad Table 4.8 presents the means and standard deviation of the participants with different experiences of traveling abroad on the FLLMS total scores. The F value indicated that there were no significant differences at p .05). In other words, non-English major freshmen with
